STACK 

ANN  EX 


062 


6  63 


Instruction  in  Printing 
in  Public  Schools 


(Jf^ire.D    l^^OTHBTA^     of ^^i^^\cA 


V 


Instruction  in  Printing 

in  Public  Schools 

Recommendations  of  U  T.  A. 

Committee  on  Education 

Revised  Edition 

Published  In" 

Department  of  Education 

UNITED  TYPOTHETAE  oj  AMERICA 

J 

608  South  Dearborn  St.,  Chicago 

1922 

; 

UNITED  TYPOTHETAE  OF  AMERICA 

COMMITTEE  ON  EDUCATION 

H.  P.  Porter,  Chairman,  Boston 

E.  Lawrence  Fell,  Philadelphia 

A.  M.  Glossbrenner,  Indianapolis 

J.  Clyde  Oswald,  New  York 

Toby  Rubovits,  Chicago 

F.  W.  Hamilton,  Secretary,  Boston 

DEPARTMENT  OF  EDUCATION 

L.  S.  Hawkins,  Director 

Chicago 

M.  W.  Haynes,  Assistant  Director 

Chicago 

T.  G.  McGrew,  Superintendent 

U.  T,  A.  School  of  Printing 

Indianapolis 


Copyrighted  1922 
All  rights  reserved 


Printed  by 
United  Typothetae  of  America  School  of  Printing 
Indianapolis,  U.  S.  A. 


CONTENTS 


PART    I 

Conditions  and  Policy 7-13 

PART    II 

Preliminary  Investigation 14-15 

PART    III 

Course  of  Study 16-19 

PART    IV 

Equipment 20-25 

PART    V 

Qualifications  of  a  Printing  Instructor 26-29 

PART    VI 

Guide  tor  Report  on  a  School  of  Printing 30-34 

PART    VII 

Typographic  Technical  Library 35-40 

PART    VIII 

Practical  Apprenticeship  for  Printers. 41-42 

PART    IX 

Standard  Apprenticeship  Lessons 43-45 


2066545 


RESOLUTIONS 

passed  by  the  United  Typothetae  of 
America  in  its  Thirty-second  Annual 
Convention,  Cincinnati,  September  23, 
24,  and  25,  1918: 

Resolved,  That  the  public  school  educa- 
tional policy,  as  prepared  and  outlined  in 
a  pamphlet  issued  by  the  Committee  on 
Education,  entitled  "Instruction  in  Print- 
ing in  Public  Schools,"  is  hereby  adopted 
as  the  official  policy  of  the  United  Typoth- 
etae of  America. 


PART  I 

CONDITIONS  AND  POLICY 

THE  COMMITTEE  ON  EDUCATION  has  been  carefully  studying, 
ever  since  it  was  first  created,  the  problems  arising  out  of  the 
introduction  of  the  teaching  of  printing  into  public  schools.  It  is 
convinced  that  the  time  has  come  for  action  by  the  United  Ty- 
pothetae  of  America  to  deal  in  timely  and  effective  fashion  with 
the  situation  which  threatens  grave  danger  to  the  industry  and  to 
the  boys  undergoing  instruction  in  the  schools.  As  a  step  toward 
such  action  the  Committee  submits  the  following  report  and 
recommendations. 

Conditions 

The  last  few  years  have  witnessed  a  rapid  and  extensive"  growth 
of  printing-teaching  in  the  public  schools.  The  Committee  has  not 
been  able  to  get  any  definite  statistics  as  to  the  number  and  loca- 
tion of  schools  giving  some  form  of  instruction  in  printing,  but  data 
in  its  possession  show  that  the  number  is  very  great  and  is  rapidly 
increasing,  that  the  whole  country  is  involved,  and  that  the  results 
are  far  from  satisfactory. 

Some  of  the  Principal  Causes  Are 

/.   The  general  demand  Jor  industrial  education. 

This  is  a  widespread  demand  and  is  sure  to  be  greatly  stimulated 
by  the  recent  Federal  legislation  creating  a  Federal  Board  tor 
Vocational  Education  and  providing  very  large  subsidies  in  aid  ot 
such  education.  In  many  cases  school  boards  appear  to  be  yielding 
to  this  demand  without  thorough  preliminary  study  of  the  prob- 
lems involved. 

2.  Printing  is  not  a  localized  industry  and,  therefore,  interests  all 
communities  of  any  size. 

3.  Printing  is  not  laborious. 

4.  Printing  is  interesting  to  many  boys. 

5.  The  product  of  a  printing  department  is  useful  and  even  salable. 
Boards  are  not  infrequently  led  to  introduce  it  on  the  ground 

that  the  use  of  the  product  will  obviate  the  necessity  of  purchases 
and  that  the  product  can  even  be  put  on  the  market,  and  thus  the 
department  can  be  rhade  self-supporting. 

6.  The  supply  houses  have  seen  in  the  public  schools,  a  great  market 
for  their  goods. 


Conditions  and  Policy 


One  great  supply  house  has  organized  a  department  for  the 
handling  of  school  equipment  and  has  inaugurated  a  carefully 
plannetl  campaign  for  marketing  it. 

Types  of  Instruction  in  Printing 

PRINTING  instruction  IS  OF  THREE  DISTINCT  TYPES 

/.  Manual  Training. 

This  type  of  instruction  is  not  intended  to  have  vocational 
significance  and  the  pupils  are  not  supposed  to  be  prepared  for 
entrance  into  the  industry.  It  is  intended  to  develop  a  certain 
amount  of  manual  dexterity  and  care  and  precision  in  operations. 
It  is  a  part  of  general  education  and  is  pursued  for  its  educational 
values,  such  as  development  of  the  qualities  indicated,  training  in 
formal  English,  the  educational  content  of  the  matter  printed,  and 
the  like. 

2.  Prevocational  Training. 

This  type  of  instruction  is  intended  to  give  the  pupil  a  certain 
practical  insight  into  the  elements  of  the  industry.  In  prevoca- 
tional work  this  insight  is  usually  extended  to  several  industries. 
The  intent  is  to  give  the  pupil  an  elementary  insight  into  a  number 
of  industries  so  that  he  may  have  an  idea  of  their  content  and  proc- 
esses, the  materials  used  and  tools  employed,  their  demands  upon 
the  craftsman,  and  the  rewards  they  offer.  Its  intent  is  to  provide 
some  basis  for  the  choice  of  vocation  to  be  seriously  taken  up  later. 

3.  Vocational  Training. 

This  is  direct  and  purposeful  teaching  of  the  industry  as  a  voca- 
tion. The  purpose  is  to  prepare  the  pupil  for  wage  earning  in  the 
industry.  Sometimes,  the  aim  is  to  qualify  the  pupi!  to  do  journey- 
man's work,  though  this  is  not  often  contemplated  in  printing. 
Sometimes,  probably  much  more  often,  it  is  intended  to  fit  him  to 
enter  the  industry  with  advanced  standing  as  an  apprentice. 

General  Attitude  of  the  Committee 

The  Committee  sees  possible  value  in  all  three  types  of  instruc- 
tion. With  the  first  it  has  little  concern.  Properly  conceived  and 
properly  administered  it  has  little  or  no  relation  to  the  industry,  at 
least  directly.  It  has  educational  advantages  and  it  may  lead 
some  promising  boys  to  take  up  serious  vocational  work  in  printing 
with  ultimate  profit  to  themselves  and  to  the  industry. 

The  Committee  regards  the  second  type  as  very  useful  if  prop- 
erly conceived  and  properly  administered.  It  is  a  great  help  to  boys 
facing  the  very  momentous  choice  of  a  life  work  to  have  provided 
for  them  the  basis  of  an  intelligent  choice  and  thus  helped  to  avoid 
the  waste  of  time  and  energy  involved  in  unintelligent  experiments 
which  may  after  all,  result  in  a  wrong  choice  and  a  life  of  misspent 
ertion,  unsatisfactory  alike  to  the  workman  and  to  the  industry. 


Conditions  and  Policy 7 

The  Committee  regards  the  third  type  as  potentially  very  useful 
if  properly  conceived  and  properly  administered:  There  is  no 
doubt  that  systematic  training  is  better  than  haphazard  picking  up 
of  an  industry.  It  would  be  better  that  vocational  training  were 
carried  on  in  connection  with  a  well  developed  system  of  apprentice 
training  in  the  industry  itself,  the  shop  teaching  the  trade  processes 
and  the  school  teaching  the  related  things  which  the  shop  usually 
has  no  facilities  for  teaching.  In  the  present  state  of  the  printing 
industry  there  is  undoubtedly  a  place  for  direct  vocational  training 
in  the  schools.  The  character  and  extent  of  the  co-operation  be- 
tween the  school  and  the  shop  must  be  a  matter  of  local  adjustment. 
Detailed  discussion  of  this  whole  question  may  be  found  in  a  book, 
"Practical  /Apprenticeship  for  Printers,"  published  by  the  U.  T.  A. 
Department  of  Education. 

It  will  be  noticed  that  each  of  the  foregoing  statements  is 
qualified  by  the  proviso, "if  properly  conceived  and  properly  ad- 
ministered." Unfortunately  this  proviso  is  by  no  means  generally 
met. 

Present  Defects 

The  defects  generally  observed  fall  for  the  most  part  into  classes 
specified  below.  They  are  not  all  found  in  every  instance,  of  course, 
but  are  of  common  occurrence  and  not  infrequently  many  of  them 
co-exist  in  the  same  case. 

/.  Lack  of  clear  defination  af  aim  of  strict  adherance  to  the  aim 
as  defined. 

From  the  evidence  in  the  files  of  the  Committee  it  is  clear  that 
confusion  exists  in  the  minds  of  many  educators  as  to  the  aim  and 
scope  of  the  instruction  given.  Not  infrequently  they  appear  to 
think  that  the  limits  of  the  three  types  are  not  clearly  defined  and 
that  they  may  shade  into  each  other  or  be  blended  in  a  single  effort. 

There  is  also  a  strong  tendency  on  the  part  of  instructors  to 
develop,  or  try  to  develop,  all  manual  and  prevocational  work  into 
vocational  work,  just  as  for  many  years  the  faculties  of  agricultural 
colleges  had  to  be  restrained  from  attempting  to  develop  them  along 
the  lines  of  so-called  cultural  education. 

2    Insufficient  or  ill  chosen  equipment. 

A  school  print  shop  should  be  conveniently  located  in  a  properly 
placed  and  well  lighted  room  of  a  shape  and  size  adapted  to  the  use 
to  be  made  of  it.  The  equipment  should  be  ample,  modern,  and 
chosen  with  a  view  to  its  educational  value  and  uses.  In  quantity 
and  quality  it  should  compare  favorably  with  that  of  commercial 
shops  doing  a  similar  class  of  work.  Unfortunately  this  is  often  not 
the  case.  Lack  of  available  funds  and  lack  of  practical  knowledge 
of  requirements  on  the  part  of  educational  authorities  often  handi- 
cap the  department  in  the  matter  of  quantity  and  quality,  or  betray 
the  school  buyers  into  the  purchase  of  what  an  adroit  salesman 
wishes  to  sell  rather  than  what  the  department  ought  to  have. 


CONDTTTONS   AND   Poi.ICV 


3.  Incompetent  Instruction. 

A  head  of  ,i  printing  department  (in  most  cases  he  is  the  only 
instructor)  should  have  had  experience  at  least  as  a  hand  composi- 
tor and  a  platen  pressman  in  a  commercial  establishment  doing  a 
high  grade  of  general  work,  antl  should  have  the  ability  to  impart 
knowledge  to  his  pupils.  Unwillingness  to  pay  sufficient  salary, 
lack  of  knowledge  of  the  requirements  of  the  position,  yielding  to 
other  than  educational  considerations  in  the  choice  of  an  insfuctor 
and  other  causes  often  lead  to  the  selection  of  incompetent  in- 
structors. 

4.  Unbusiness-like  methods. 

The  methods  used  in  school  print  shops  should  approximate  as 
closely  as  possible  those  of  commercial  establishments.  Adherence 
to  ordinary  school  habit  and  tradition,  ignorance,  and  slackness 
often  lead  to  methods  and  practices  which  go  far  to  unfit  the  pupil 
for  usefulness  in  a  commercial  shop.  For  example  the  Committee 
has  knowledge  of  one  school  printshop  where  stools  are  provided 
boys  working  at  the  case.  Sometimes  no  attention  is  paid  to  value 
of  time  or  material. 

5.  Low  standard  of  product. 

Much  of  the  work  done  in  school  print  shops  is  of  low  quality, 
hardly  equal  to  that  of  the  poorest  and  cheapest  of  job  plants. 
Those  responsible  for  the  work  do  not  seem  to  realize  the  importance 
of  a  product  at  least  up  to  current  commercial  standards.  Such 
low  standards  are  bad  for  the  pupils  and  bad  for  all  concerned. 
School  boys  cannot  be  expected  to  do  difficult  composition  well. 
They  should  not  be  permitted  to  do  difficult  composition  badly. 
The  work  given  them  to  do  should  be  suited  to  their  state  of  de- 
velopment, and  they  should  be  held  to  correct  performance  of  it. 

6.  A  frequently  used  argument  for  a  printing  department  is  that 
it  is  self-supporting. 

It  is  doubtful  if  such  a  department  ever  is  really  self-supporting, 
but,  if  the  public  is  not  too  intelligent  in  the  matter  of  cost  finding, 
it  can  be  made  to  appear  so  by  doing  a  considerable  amount  of 
printing  of  a  commercial  nature.  Sometimes  this  is  for  the  school 
itself,  sometimes  for  the  school  board,  sometimes  for  the  munici- 
pality in  general.  School  board  reports  and  other  public  documents 
are  printed.  Sometimes  the  general  commercial  market  is  entered. 
There  is  in  the  files  of  the  Committee  information  about  one  par- 
ticularly flagrant  case  where  the  head  of  an  educational  institu- 
tion which  boasts  a  department  of  printing  advertised  to  the  busi- 
ness men  of  the  community  that  his  school  would  guarantee  to  do 
printing  for  one-half  the  price  asked  by  any  commercial  printer. 
While  the  objections  to  such  commercialization  from  the  stand- 
point of  business  are  obvious,  the  Committee  contents  itself  with 
pointing  out  that  such  a  policy  is  educationally  fatal.     While  a 


Conditions  and  Policy 


school  of  printing  should  have  live  product,  any  attempt  to  run  it 
with  a  view  to  self  support  or  profit  destroys  its  educational  value 
and  turns  it  into  a  method  of  exploiting  unpaid  boy  labor  for  the 
purpose  of  unfair  competition.  Educational  values  alone  should 
be  considered  and  the  head  of  the  department  should  be  the  final 
judge  of  the  work  to  be  done. 

7.  Lack  of  relation  to  the  industry. 

Ordinarily  school  printing  departments  are  as  unrelated  to  the 
printing  industry  as  the  departments  of  English  or  geography  are 
unrelated  to  any  other  industry.  There  is  no  vitalizing  contact 
with  the  industry,  no  consideration  of  the  relation  of  the  absorbing 
power  of  the  industry  to  the  number  of  boys  who  can  be  properly 
and  profitable  trained  for  it,  and  no  method  provided  by  which  the 
graduate  may  find  an  open  door  to  employment  on  recognized 
terms. 

Consequences 

The  consequence  of  a  growing  perception  of  these  defects  is  a 
deepening  distrust  of  all  efforts  to  teach  printing  in  schools.  Em- 
ployers are  dissatisfied  with  the  graduates  of  such  schools  who  enter 
their  employ.  The  International  Typographical  Union,  through 
committees,  has  given  the  matter  a  good  deal  of  study  and  appears 
strongly  disposed  to  adopt  an  attitude  of  absolute  disapproval  of 
any  school  teaching  of  printing  which  goes  beyond  work  in  related 
subjects,  and  to  insist  on  the  absolute  banishment  of  all  printing 
equipment  from  the  schools. 

Clearly,  printing  instruction  vitiated  by  the  defects  enumerated 
is  worse  than  useless.  Boys  who  are  subjected  to  it  are  not  only  not 
fitted,  but  distinctly  unfitted  for  the  industry.  It  tends  to  recruit 
the  ranks,  already  too  full  of  poor  workmen,  to  furnish  a  supply  of 
cheap  labor  for  cheap  shops,  to  lower  the  standards  of  the  industry 
and  to  subject  good  workmen  to  all  evils  of  cheap  competition.  The 
existing  condition  should  be  ended  or  mended  before  its  evils,  not 
yet  very  seriously  felt  because  of  the  newness  of  these  enterprises, 
become  intolerable. 

Remedies 

Fortunately  the  condition  is  not  beyond  remedy.  It  can,  in 
the  opinion  of  the  committee,  be  handled  if  proper  action  on  a 
sufficiently  comprehensive  scale  is  promptly  taken  by  the  employ- 
ing printers  of  the  country.  Even  if  such  action  is  not  taken  as 
generally  as  it  should  be  local  conditions  can  be  dealt  with  wherever 
the  employers  rouse  themselves  to  action. 

The  remedies  will  be  considered  from  the  standpoint  of  the  em- 
ployer. There  is,  however,  every  reason  to  believe  that  organized 
labor  will  be  found  ready  to  co-operate  to  any  desire  or  practical 
extent. 


10  Conditions  and  Pomcy 

/.  Organization. 

No  effective  action  can  be  taken  by  printers  unless  they  act 
together.  Where  there  is  a  local  Typothetae,  the  organization  is 
at  hand.  Where  there  is  none,  the  printers  should  organize  for  this 
purpose.  The  obstacles  to  organization  which  sometimes  unfor- 
tunately exist  ought  not  to  be  influential  here  because  there  are 
no  diverging  or  conflicting  interests  involved. 

2.  /Advisory  Committees. 

Competent  and  advisory  committees  should  be  appointed  to 
consult  with  the  school  authorities,  to  advise  as  to  the  conduct  of 
the  work,  to  keep  the  printers  in  vital  contact  with  it,  and  to  pro- 
vide for  the  proper  placing  of  graduates.  The  experience  of  this 
committee  abundantly  proves  that  such  advice  and  co-operation 
will  be  welcomed  by  school  authorities  and  the  approval  of  the 
industry  will  be  eagerly  sought. 

3.  Visitation. 

Such  committee  should  visit  the  schools  frequently  and  make 
careful  examination  of  the  work  and  methods  found. 

4.  Report. 

Such  committees  should  report  at  regular  intervals  to  the  local 
orgainzation,  and  copies  of  their  report  should  be  sent  to  the 
U.  T.  A.  Department  of  Education,  608  South  Dearborn  Street, 
Chicago.  This  report  should  be  much  more  than  a  mere  record  of 
impressions  or  a  note  of  what  the  visitors  happened  to  notice.  It 
should  go  thoroughly  and  exhaustively  into  an  examination  of  all 
parts  and  phases  of  work.  The  points  to  be  treated  in  the  report 
should  be  thoroughly  understood  before  the  visits  are  made  and 
the  examination  should  be  carried  on  with  the  report  in  mind.  The 
Committee  on  Education,  through  its  Department  of  Education, 
is  prepared  to  furnish  full  directions  and  to  advise  concerning  such 
examinations  and  the  framing  of  proper  reports. 

5.  Organized  effort. 

Such  a  report  as  above  indicated  will  furnish  the  basis  for  a 
definite  approval  or  disproval  of  the  work  done  and  for  construc- 
tive effort  at  improvement.  If  printers  of  any  community  know 
exactly  what  they  want  done,  and  why  and  how,  there  will  usually 
be  little  difficulty  in  securing  it.  If  difficulty  arises,  the  material 
is  ready  for  a  campaign  of  publicity  or  even  of  action  at  the  polls. 

Recoimmendations 

The  Committee  on  Education  respectfully  recommends  to  the 
Executive  Council: 

1.  That  this  matter  be  made  an  organization  activity. 

2.  That  this  report  be  printed  in  suitable  form  and  distributed 
as  follows: 


Conditions  and  Policy H 

{a)  To  all  local  Typothetae. 

{b)  To  all  printers  of  importance,  whether  members  of  the 
U.  T.  A.  or  not.  It  is  understood  that  there  is  an  avail- 
able mailing  list  at  headquarters. 

{c)  To  the  general  officers  and  Committee  on  Apprentices 
of  the  International  Typographical  Union. 

{d)  To  the  members  and  executive  staff  of  the  Federal 
Board  for  Vocational  Education. 

(e)  To  the  members  and  executive  officers  of  the  several 
State  Boards  of  Education. 

(/)  To  the  superintendents  of  schools  in  all  places  of  con- 
siderable size.  A  mailing  list  may  be  found  in  the  report 
of  the  U.  S.  Comniissioner  of  Education. 

3.  That  local  Typothetae  be  urged  to  organize  local  commit 
tees,  to  investigate  local  conditions,  and  to  report  to  the  U.  T.  A. 
Department  of  Education  before  commencing  the  in  estigation. 

4.  That  leading  printers  in  places  where  there  is  no  Typothetae 
be  urged  to  organize  for  the  purpose  indicated  above. 

5.  That  the  field  agents  of  the  United  Typothetae  of  America 
be  directed  to  give  especial  attention  to  the  relationship  of  local 
organizations  to  the  teaching  of  printing  in  their  communities. 

6.  That  especial  efforts  be  made  to  secure  the  co-operation  of 
the  Federal  Board  for  Vocational  Education  in  efforts  to  improve, 
standardize,  and  direct  the  teaching  of  printing  in  schools. 

Note:  The  foregoing  (Part  I  of  this  pamphlet)  was  submitted  in  the  form  of 
a  Report  to  the  National  Officers  and  Executive  Council  of  the  United  Typothetae 
of  America*  by  its  Committee  on  Education.  Same  was  approved  and  all  recom- 
mendations adopted.  Later  this  printed  form  was  submitted  to  the  convention 
held  in  Cincinnati,  September  23-25,  1918,  and  officially  adopted  per  resolution 
on  page  4. 

*The  United  Typothetae  of  America  is  the  International  Association  of  Master 
Printers  of  America. 


PART  II 

PRELIMINARY  INVESTIGATION 

EDUCATIONAL  authorities  are  very  sincerely  anxious  to  secure 
the  co-operation  and  advice  of  the  representative  men  in  the 
several  industries  whenever  there  is  any  question  of  opening  voca- 
tional or  industrial  schools.  This  is  so  because  they  are  anxious  to 
work  for  the  best  interests  of  both  the  young  and  the  communityj 
because  they  are  keenly  conscious  of  the  need  of  industrial  advice 
and  because  they  realize  that  an  industrial  school  whose  human 
product  is  not  suited  to  the  purpose  for  which  it  has  been  prepared 
is  worse  than  useless. 

For  this  reason,  local  printers  are  likely  to  be  consulted  when 
there  is  any  proposal  to  introduce  the  teaching  of  printing  into  the 
schools.  If  not  consulted,  they  should  not  hesitate  to  offer  their 
aid  and  counsel.  Constructive  suggestions  will  always  be  gladly 
welcomed  and  freely  used. 

Before  the  co-operation  of  the  industry  is  pledged  to  any 
project  to  teach  printing  in  the  schools,  certain  questions  should 
be  definitely  answered.  These  points  should  all  be  settled,  not 
only  in  order  that  the  industry  may  co-operate  heartily,  but  also 
in  order  that  the  purposes  and  plan  of  the  school  authorities  may 
be  clearly  fixed  in  advance. 

/.  What  is  the  motive  for  starting  a  printing  school? 

Schools  of  printing  are  started  from  a  variety  of  motives.  Some- 
times it  is  thought  an  easy  way  to  meet  in  part  the  demand  for 
vocational  training,  sometimes  it  is  regarded  as  one  of  the  conven- 
tional elements  for  an  industrial  school  curriculum,  sometimes  it  is 
due  to  the  representations  of  a  skilful  supply  salesman,  some- 
times it  is  represented  as  self-supporting  or  even  profitable  to 
the  school,  sometimes  it  is  based  on  a  sense  of  the  great  cultural 
value  of  training,  and  sometimes  there  is  a  real  local  demand  for 
boys  trained  in  a  school  of  printing.? 

2.  What  is  the  purpose  of  the  proposed  teaching  of  printing? 

It  should  be  clearly  decided  at  the  outset  whether  or  not  the 
proposed  teaching  is  intended  to  lead  directly  into  the  industry. 
In  many  cases  teaching  of  the  elements  of  the  industries  appears 
to  be  undertaken  with  a  vague  idea  that  it  may  be  useful  it  the  boy 
takes  an  interest  in  it  and  later  desires  to  enter  the  industry.  It  is 
quite  conceivable  that  certain  work  might  be  done  in  classes  in 
printing  which  would  be  of  value  to  the  boy  without  in  the  least 
preparing  him  for  the  industry,  but  such  work  should  be  kept  in 
its  place  and  not  presented  as  an  introduction  to  a  craftsman's 
career.  A  purpose  should  be  clearly  laid  down  and  consistently 
followed. 


Preliminary  Investigation 13 

3.  Is  the  proposed  printing  school  to  be  considered  purely  as  an 
educational  project? 

When  education  becomes  industrial  education  it  does  not  cease 
to  be  education  and  begin  to  become  industry.  No  printing  school 
should  ever  be  conducted  with  one  eye  fixed  on  the  income  from  sale 
of  output,  whether  such  sale  is  direct  to  customer  or  indirect,  by 
doing  city  printing  for  nothing. 

Commercialism  is  one  of  the  deadliest  and  commonest  enemies 
of  printing  teaching  and  should  be  eliminated  at  the  beginning. 

4.  Is  there  any  need  for  proposed  school  ? 

Is  the  local  industry  strong  enough  to  warrant  an  undertaking 
to  produce  boys  trained  for  the  trade,  and  how  many  such  boys 
can  it  absorb  annually? 

There  is  no  need  for  a  school  of  printing  in  any  locality  where 
there  are  not  enough  printers  willing  and  able  to  employ  its  gradu- 
ates to  enable  a  class  of  reasonable  size  to  graduate  every  one  of 
its  numbers  into  the  industry.  No  community  has  any  right  to 
waste  public  money,  and,  what  is  much  more  important,  boy  life  in 
vocationally  educating  boys  in  excess  of  the  absorbing  power  of  the 
industries.  Some  shortsighted  employers  would  like  to  have  an 
over  supply  of  excellent  material  prepared  so  that  they  can  pick 
exceptional  individuals  and  leave  the  rest  to  shift  for  themselves, 
but  the  number  of  such  employers  is  not  large  and  they  should  not 
be  encouraged. 

If  there  is  sound  motive,  a  definite  purpose,  a  clear  acceptance 
of  educational  responsibility,  an  industrial  need,  and  an  open  door 
of  opportunity  for  each  boy,  the  conditions  are  present  for  a  school 
of  printing  which  shall  benefit  alike  the  boy,  the  industry,  and  the 
community. 


PART  III 

COURSE  OF  STUDY  FOR  PRLVTING 
IN  PUBLIC  SCHOOLS 

(Two  Year  Vocational  Course) 

As  a  result  of  a  careful  study  of  the  requirements  essential  to 
competent  instruction  in  accordance  with  the  foregoing  state- 
ment, the  U.  T.  A.  Committee  on  Education  recommends  the 
following  outline  of  a  course  of  instruction  on  printing  which  has 
been  prepared  in  collaboration  with  a  number  of  experienced  and 
successful  instructors  in  printing. 

The  course  of  study  here  set  forth  is  intended  for  pupils  between 
14  and  17  years  of  age.  In  preparing  it,  consideration  has  been 
given  to  the  rapid  growth  of  the  Junior  High  School  movement  in 
the  United  States,  and  to  the  fact  that  pupils  are  not  really  equipped 
to  undertake  strict  trade  training  until  they  have  completed  at 
least  the  eighth  grade  of  school  life;  any  trade  course  offered  pre- 
vious to  this  time  should  be  looked  upon  as  prevocational  or  "find- 
ing" courses.  It  is  assumed  that  pupils  who  undertake  the  work 
here  suggested  are  desirous  of  mastering  the  elementary  portions  of 
the  printer's  trade;  that  actual  trade  conditions,  so  far  as  equip- 
ment is  concerned,  prevail  in  the  school  shop;  that  the  one  in 
charge  of  the  classes  of  printing  is  not  only  a  teacher,  but  a  printer; 
and  finally,  that  teachers  of  allied  academic  subjects  are  familiar 
with  the  science,  mathematics,  design,  and  terminology  of  the 
printing  trade. 

It  is  believed,  on  the  strength  of  considerable  practical  experi- 
ence, that  such  a  course  as  is  here  indicated  will  give  the  pupil  a 
good  two  years  training  on  the  cultural  side,  and  will  at  the  same 
time  prepare  him  so  that  he  will  be  welcomed  by  the  industry  and 
accepted  as  a  superior  apprentice  of  advanced  standing. 

This  course  is  planned  for  a  school  day  of  at  least  six  hours, 
three  hours  of  which  is  to  be  devoted  to  shop  work,  and  the  remain- 
ing time  to  the  related  studies  in  Design,  English,  Arithmetic. 
Science,  History,  and  Civics.  These  related  studies  can  easily  be 
fitted  into  a  three  hour  session  divided  into  four  periods  of  forty- 
five  minutes  each.  The  proposed  outline  of  the  course  is  given  in 
detail  herewith.  The  lessons  indicated  are  taken  from  the  Standard 
Apprenticeship  Eessons  for  Printers  published  by  the  U.  T.  A. 
Department  of  Education.  The  arrangement  of  the  various  sub- 
jects is  intended  to  give  the  most  feasible  correlation  between  the 
shop  work  and  the  related  subjects. 


HiooH'jc^  ::)ijai 

b3  ': 


i>f)it«44n'l  h  ■  f'S  to  eUtr 


SYNOPSIS  OF  TWO-YEAR  VOCATIONAL    COURSE  FOR  USE  IN  PUBLIC  SCHOOLS 
BASED  UPON  STANDARD  APPRENTICESHIP  LESSONS  FOR  PRINTERS 

Issued  by  United  Typothetae  of  America  Department  of  Education 


I 


Course  of  Study  15 


Comment  Regarding  Contents  Of  Courses 
shop  work 

All  practical  work  should  be  given  in  short  exercises  in  plain 
composition,  involving  only  those  operations  used  in  setting  book 
pages,  such  as  would  be  involved  in  publishing  a  school  paper  or 
printing  tickets,  programs,  etc.,  for  school  affairs.  iVo  job  work 
should  be  done  except  with  strict  regard  to  its  instructional  value.  The 
work  of  the  course  should  cover  the  following  major  operations  and 
be  limited  to  them. 

1.  Composing  lines  and  paragraphs. 

2.  Taking  proofs  and  correcting. 

3.  Setting  headings,  etc. 

4.  Making  up  pages. 

5.  Imposition  of  book  forms,  4,  8,  and  16  pages. 

6.  Locking  up  for  press. 

7.  Making  ready  and  printing.  (Setting  gages,  underlaying 
and  overlaying,  feeding  the  sheets.) 

8.  Pamphlet  binding. 

The  exercises  will,  of  course,  Increase  in  difficulty  as  the  work 
goes  on,  but  care  should  be  taken  not  to  make  the  work  too  am- 
bitious either  in  quality  or  extent.  In  the  time  allowed  the  pupil 
ought  to  be  well  grounded  in  the  operations  indicated  and  able  to 
be  useful  in  any  shop  to  which  he  may  be  admitted. 

The  shop  practice  prescribed  will  be  ample  for  the  work  of  the 
two-year  vocational  course.  It  is  not  advisable  to  attempt  more 
than  is  indicated  in  the  lessons  specified. 

DESIGN  IN  PRINTING 

The  beginner  in  the  school  print  shop  should  be  given  instruc- 
tion in  the  use  of  the  drawing  board,  T-square,  and  triangles;  also 
the  mechanical  and  free  hand  construction  of  simple  alphabets 
such  as  vertical  and  slant  hair-line  gothic  in  capital  and  lower  case 
styles,  with  elemental  instruction  in  the  embellishment  of  this 
alphabet  with  serifs  and  shaded  lines  to  produce  different  styles  of 
type  faces.  He  should  also  be  taught  to  sketch  in  titles  and  display 
lines,  making  letters  free  hand  with  the  use  of  light  guide  lines.  This 
work  is  to  be  a  foundation  for  the  work  in  design  to  be  begun  in 
the  second  semester  and  to  continue  during  the  remainder  of  the 
two  years. 

The  course  in  Printing  Design  should  aim  to  afford  a  clear  re- 
lated knowledge  of  the  fundamental  principles  underlying  good 
design  in  the  Fine  Arts,  particularly  as  applied  to  the  Art  of 
Printing.  It  should  deal  with  the  laws  governing  balance,  harmony, 
proportion,  emphasis,  color  and  their  application  in  orderly  ar- 
rangement so  as  to  produce  effective  results.  Designs  and  layouts 
made  in  class  and  used  in  shop  work  are  of  great  importance.      The 


16  Course  ov  Sud^' 


class  work  must  at  all  times  be  held  to  practical  lines.  (Books 
recommended — U.  T.  A.  Typographic  Library,  Part  VII,  "Design, 
Color,  and  Lettering,"  six  volumes,  all  by  Harry  L.  Gage.) 

ENGLISH 

At  the  outset  the  student  should  be  made  to  realize  the  im- 
portance to  the  printer  of  a  knowledge  of  the  English  language^ 
and  all  instruction  in  English  should  be  given  from  this  standpoint. 
The  work  should  therefore  co-ordinate  very  closely  with  the  shop 
practice. 

The  major  portion  of  the  time  should  be  given  to  an  intensive 
study  of  the  mechanics  of  written  expression,  i.  e.,  spelling,  punc- 
tuation, paragraphing,  capitalization,  proofreading,  etc.  Litera- 
ture" need  occupy  but  very  little  time  because  the  very  nature  of 
the  printer's  work  constantly  places  him  in  touch  with  the  best 
writing  of  the  day. 

(Books  recommended — U.  T.  A.  Typographic  Library,  Part  VI, 
Correct  Literary  Composition,  Volumes  32  to  40,  by  Frederick  W. 
Hamilton  and  others.) 

TRADE  ARITHMETIC 

Information  should  be  given  as  to  trade  measurements  and 
computations,  with  practical  problems  in  co-ordination  with  shop 
work.  (Textbook  recommended — "Applied  Arithmetic  for  Print- 
ers," by  E.  E.  Sheldon.    Vol.  22,  U.  T.  A.  Typographic  Library.) 

ELEMENTARY  TRADE  SCIENCE 

Elementary  Trade  Science  should  consist  of  such  portions  of 
physics  and  chemistry  as  might  be  of  direct  or  indirect  use  to  the 
printer  as  well  as  of  those  portions  of  the  trade  which  are  of  definite 
scientific  character.  For  example,  the  chemistry  connected  with 
printing  inks  and  their  use  in  the  pressroom,  and  theory  and  rudi- 
mentary application  of  levers,  pulleys,  screws,  gears,  wedges, 
toggle  joints,  cam  and  eccentric,  calipers,  velocity,  weight,  tem- 
perature, atmosphere,  belts  and  shafting,  and  elements  of  elec- 
tricity with  reference  to  its  application  in  the  printing  plant. 

ELEMENTARY  ACCOUNTING  AND  BOOKKEEPING 

This  course  should  be  primarily  of  trade  significance,  i.e.,  it 
should  deal  with  the  simple  problems  of  bookkeeping,  cost  finding, 
estimating,  and  recording  which  are  directly  connected  with  the 
work  in  the  shop.  It  is  really  an  insight  into  bookkeeping  and  some 
of  the  simpler  phases  of  management. 

It  is  not  intended  to  fit  the  boys  for  the  office  end  of  the  busi- 
ness, but  to  enable  them  to  realize  something  of  the  many  elements 
which  enter  into  the  selling  price  of  a  piece  of  printed  matter  and 


Course  of  Study  17 


of  the  way  in  which  such  price  must  be  ascertaineci,  in  order  to 
develop  an  appreciation  of  the  value  of  time  and  an  understanding 
of  the  relation  of  labor  cost  to  the  entire  cost  of  production. 

HISTORY  OF  PRINTING 

The  course  in  the  History  of  Printing  should  trace  the  efforts  of 
men  to  convey  thought  by  means  of  visible  marks  from  the  be- 
ginning to  the  present  time.  Early  writing,  alphabets,  manuscript 
books,  early  printed  books,  the  development  of  the  craft,  the  en- 
largement of  its  scope,  and  the  development  of  machines  and  proc- 
esses should  be  described.  The  relations  of  books  and  printing  to 
general  history,  particularly  to  civilization,  literature,  art,  and 
industry  should  be  included. 

(Books  recommended — Books  Before  Typography;  The  Inven- 
tion of  Typography;  History  of  Printing,  Part  I;  History  of 
Printing,  Part  II;  Printing  in  England;  Printing  in  America;  Types 
and  Presses  in  America;  all  by  Frederick  W.  Hamilton.  Volumes 
49  to  55,  U.  T.  A.  Typographic  Library.) 

CIVICS 

The  U.  T.  A.  Department  of  Education  recommends  for  this 
subject  the  U.  T.  A.  Course  on  American  Social  and  Industrial 
History  (Group  Eleven  of  Standard  Apprenticeship  Lessons  for 
Printers).  This  course  traces  briefly  from  the  earliest  beginnings 
the  organization  of  society  from  the  primitive  family  group  to  the 
modern  state,  showing  the  basic  principles  of  social  organization 
and  the  meaning  and  purpose  of  government. 

In  the  same  way  it  traces  the  development  of  industrial  or- 
ganization from  the  original  single  producer  to  the  modern  system 
of  specialized  occupations. 

Placing  the  beginning  of  modern  life  at  the  invention  of  typog- 
raphy and  the  discovery  of  America,  it  shows  the  momentous  re- 
sults of  each.  The  lines  of  development  are  traced  from  the  earliest 
discoveries  to  the  adoption  of  the  Constitution  of  the  United  States. 
Special  studies  are  made  of  Washington  and  Franklin. 

There  is  a  discussion  of  American  ideals  and  American  institu- 
tions. The  development  of  the  United  States  from  the  thirteen 
colonies  to  their  present  state  is  traced  along  historical,  social,  and 
industrial  lines. 

The  course  closes  with  a  careful  and  thorough,  but  simple  dis- 
cussion of  the  economics  of  the  printing  industry. 

Throughout  the  course  mere  dry  recital  of  fact  is  avoided,  but 
facts  are  interpreted  and  made  the  means  of  teaching  and  em- 
phasizing important  fundamental  principles. 


PART  IV 

EQUIPMENT  FOR  A  TRADE  SCHOOL 
FOR  APPRENTICE  PRINTERS 

THE  APPRENTICE  in  any  mechanical  trade  should  be  instructed 
from  the  first  in  the  most  approved  elementary  processes  prac- 
ticed by  competent  journeymen,  and  he  should  be  allowed  to  work 
with  standard  materials,  tools,  and  accessories  in  common  use  in 
the  practice  of  that  trade. 

There  are,  unfortunately,  many  materials  and  tools  used  in  the 
printing  industry  that  are  not  properly  standardized;  there  are 
many  inconsistent,  confusing  variations  and  wasteful  methods  of 
the  actual  workshop  against  which  the  modern  apprentice  should  be 
carefully  warned.  The  first  concern  should  be  that  the  apprentice 
should  understand  and  master  sound  rudiments  of  the  trade,  and 
then  that  his  instruction  should  be  such  as  to  enable  him  gradual! v 
to  develop  in  his  work  any  reforms  and  improvements  which  will 
prove  of  real  advantage. 

It  is  essential  that  the  beginner  at  the  compositor's  trade  should 
learn  to  use  standard  cases,  composing-sticks,  and  other  tools,  as 
well  as  standard  type.  He  should  not  acquire  his  first  lesson  by 
working  with  makeshift,  "amateur"  appliances  and  inferior  ma- 
terial, or  by  inept,  unworkmanlike  methods.  The  same  may  be 
said  concerning  the  apprentice  pressman.  Yet  it  does  not  neces- 
sarily follow  that  for  instruction  purposes,  the  latest  idea  in  ma- 
terial or  the  last  improvement  in  a  machine  offer  any  superior  ad- 
vantage over  an  older,  generally  accepted  material  or  machine. 
In  many  cases  study  and  practice  with  an  "improvement"  may  be 
a  serious  limitation  if  one  does  not  go  further  back  to  fundamental 
principles.  Sound  instruction  should  be  stripped  as  much  as  pos- 
sible of  superfluities  in  order  that  the  essential  elements  may  be 
clearly  seen  and  understood.  All  peculiarities  or  eccentricities 
should  be  avoided.  A  vocational  school  for  apprentices  is  no  place 
to  try  experiments  or  introduce  inovations. 

There  is  a  tendency  on  the  part  of  ambitious  printing  instructors 
and  directors  in  public  schools  to  cover  too  much  ground  and  to 
introduce  too  elaborate  equipment.  The  U.  T.  A.  Department  of 
Education  wishes  to  express  emphatically  the  opinion  that  such 
equipment  as  cylinder  presses,  linotype  machines,  or  monotype 
machines  have  no  legitimate  place  in  the  public  school  printing  shop, 
at  least  for  the  work  of  the  two-year  vocational  course.  In  most 
cases  these  machines  have  been  introduced  to  satisfy  demands  tor 
job  production  in  connection  with  school  printing  rather  than  to 
fill  an  obvious  or  clearly  defined  instruction  need.  Training  in  the 


Equipment 19 

fundamental  principles  of  hand  composition  and  platen  press-work 
constitutes  the  essential  foundation  for  these  advanced  subjects, 
and  the  equipment  provided  should  be  only  such  as  is  necessary  for 
fundamental  instruction. 

At  the  same  time,  schools  should  avoid  the  use  of  worn  out, 
obsolete,  or  second  hand  equipment.  Such  items  as  are  installed 
should  be  representative  of  the  best  practice  in  the  printing 
industry  at  the  present  time.  Instead  of  the  old  style  of  wooden 
case  stands,  the  modern  dust  proof  cabinet  is  preferred. 

For  efficiency  in  class  work,  each  student  should  be  providetl 
with  a  California  job  case  laid  with  body  type,  a  composing  stick, 
a  galley,  and  a  locker  which  shall  be  for  his  exclusive  use  during 
the  term.  Each  case,  stick,  and  galley  should  be  numbered  for 
identification  and  should  be  frequently  inspected  by  the  instructor. 

It  must  not  be  forgotten  that  over-equipment  is  a  serious  fault 
and  leads  to  many  abuses.  While  the  equipment  indicated  in  the 
list  given  herewith  can  hardly  be  reduced  without  serious  handicap 
to  good  instruction,  great  caution  should  be  exercised  in  adding  to 
it  unless  to  accommodate  more  pupils. 

If  only  one  kind  of  a  proof  press  is  to  be  used,  the  Washington 
hand  press  is  preferred.  It  is  desirable  that  apprentices  should  learn 
the  craftsmanship  of  their  work  and  be  able  to  produce  good  results 
with  common  means — not  necessarily  inferior  means.  Practice  on 
a  hand  press  enables  the  apprentice  to  cultivate  skill  in  rudimentary 
printing,  to  exercise  his  own  skill  in  producing  an  even  impression, 
the  right  amount  of  impression,  the  right  inking,  etc.  If  he  learns 
to  do  it  well  in  this  way,  he  will  have  no  trouble  in  quickly  master- 
ing the  problem  with  a  mociern  machine  which  automatically  does 
the  work  with  a  minimum  of  skill  and  care.  The  ability  to  make  a 
good  impression  on  an  old-style  hand  press  may  well  be  con- 
sidered the  first  step  in  good  press-workmanship. 

Assuming  that  each  pupil  will  take  proofs  of  his  own  compo- 
sition and  that  it  will  often  happen  that  more  than  one  student  will 
need  the  proving  facilities  at  the  same  time,  a  galley  ro'ler  press  will 
be  desirable  in  addition  to  the  hand  press.  This  simple  and  com- 
monly used  apparatus  is  not  costly  and  will  occupy  little  room. 

Practice  in  taking  proofs  with  proof-planer  and  mallet  should 
also  be  required. 

The  type  of  platen  press  indicated  in  the  list  has  been  found 
excellently  adapted  to  instruction  purposes.  The  prevalence  in 
local  use  of  some  type  of  light  and  comparatively  simple  press 
might  make  it  advisable  to  substitute  that  for  the  one  named.  If 
the  number  of  pupils  calls  for  a  second  press  it  would  be  well  to  add 
one  of  the  Golding  type  of  different  size.  For  instruction  purposes 
it  is  well  to  accustom  the  pupil  to  the  use  of  presses  of  different 
types,  as  the  purpose  is  instruction  and  not  quantity  of  production. 


?0  F-QUri'MKNT 

The  pupils  will  then  learn  the  operation  of  common  but  somewhat 
different  presses.  It  is  hardly  desirable  to  intrcjduce  the  heavier 
kinds  of  presses  unless  there  is  some  strong  special  reason  or  unless 
there  are  advanced  pupils. 

The  equipment  hereinafter  listed  is  considered  as  meeting  the 
above  requirements  and  as  sufficient  to  enable  a  class  of  fifteen 
pupils  to  accomplish  the  shop  work  called  for  in  the  accompanying 
curriculum.  The  items  indicated  are  named  as  suitable  in  kind, 
proper  in  quality,  and  adequate  in  amount.  It  is  by  no  means  in- 
tended that  these  specifications  should  be  taken  in  all  respects 
literally,  as  in  style  of  type,  cabinets,  makes  of  press,  or  designation 
of  type  faces. 

Recommended  List  of  Equipment 

body  type 

25  pounds  6-point  Century  Oldstyle. 
25  pounds  8-point  Century  Oldstyle. 
50  pounds  10-point  Century  Oldstyle. 
25  pounds  12-point  Century  Oldstyle. 
25  pounds  14-point  Century  Oldstyle. 
25  pounds  1 8-point  Century  Oldstyle. 
25  pounds  24-point  Century  Oldstyle. 

JOB  TYPE 

3  fonts  6-point  Cheltenham  Bold. 
3  fonts  8-point  Cheltenham  Bold. 
3  fonts  10-point  Cheltenham  Bold. 
3  fonts  12-point  Cheltenham  Bold. 
3  fonts  1 8-point  Cheltenham  Bold. 
3  fonts  24-point  Cheltenham  Bold. 
2  fonts  30-point  Cheltenham  Bold. 
2  fonts  36-point  Cheltenham  Bold. 
2  fonts  48-point  Cheltenham  Bold. 
2  fonts  60-point  Cheltenham  Bold. 

2  fonts  72-point  Cheltenham  Bold. 

3  fonts    6-point  Light  Copperplate  Gothic  No.  21 
3  fonts    6-point  Light  Copperplate  Gothic  No.  22 
3  fonts    6-point  Light  Copperplate  Gothic  No.  23 
3  fonts    6-point  Light  Copperplate  Gothic  No.  24 
3  fonts  12-point  Light  Copperplate  Gothic  No.  25 
3  fonts  12-point  Light  Copperplate  Gothic  No.  26 
3  fonts  12-point  Light  Copperplate  Gothic  No.  27 
3  fonts  12-point  Light  Copperplate  Gothic  No.  28 
3  fonts    6-point  Heavy  Copperplate  Gothic  No.  22 
3  fonts    6-point  Heavy  Copperplate  Gothic  No.  23 
3  fonts    6-point  Heavy  Copperplate  Gothic  No.  24 
3  fonts  r2-point  Heavy  Copperplate  Gothic  No.  25 


Equipment 21 

3  fonts  12-point  Heavy  Copperplate  Gothic  No.  26. 

3  fonts  12-point  Heavy  Copperplate  Gothic  No.  27. 

2  fonts    8-point  Cloister  Black. 

2  fonts  10-point  Cloister  Black. 

2  fonts  12-point  Cloister  Black. 

2  fonts  1 8-point  Cloister  Black. 

2  fonts  24-point  Cloister  Black. 

2  pounds  10-point  Century  Oldstyle  Braces  and  Dashes. 

2  pounds  10-point  Century  Oldstyle  Fractions. 

2  pounds  10-point  Century  Oldstyle  References. 

1  pound  each  fractions  and  references  in  8-  and  12-point  Century 

Oldstyle. 
5  pounds  10-point  dot  leaders. 
5  pounds  lO-point  line  leaders. 

3  fonts  8-point  Century  Oldstyle  Italic. 
3  fonts  10-point  Century  Oldstyle  Italic. 
3  fonts  12-point  Century  Oldstyle  Italic. 
3  fonts  1 8-point  Century  Oldstyle  Italic. 
3  fonts  24-point  Century  Oldstyle  Italic. 

BORDERS  AND  DECORATIVE  MATERIAL 

5  fonts  type  borders  and  ornaments. 

SPACES  AND  QUADS 

10  pounds  6-point  Spaces  and  Quads. 
20  pounds  8-point  Spaces  and  Quads. 
20  pounds  10-point  Spaces  and  Quads. 
20  pounds  12-point  Spaces  and  Quads. 
5  pounds  14-point  Spaces  and  Quads. 
20  pounds  1 8-point  Spaces  and  Quads. 
20  pounds  24-point  Spaces  and  Quads. 
10  pounds  30-point  Spaces  and  Quads. 
10  pounds  36-point  Spaces  and  Quads. 
10  pounds  48-point  Spaces  and  Quads. 
10  pounds  60-point  Spaces  and  Quads. 

LEADS  AND  SLUGS 

100  pounds  2-point  Labor-Saving  Leads. 
100  pounds  6-point  Labor-Saving  Slugs. 
1  Eureka  Lead  Rack. 

METAL  FURNITURE 

100  pounds  Labor-Saving  Furniture. 

CASES 

1  Metal  Furniture  Case  (Single). 

2  Rule  Cases. 

2  Lead  and  Slug  Cases. 


22  l''.(.)ril'MF.NT 

4  Triple  Cases. 

2  Space  Cases. 

3  Quad  Cases. 

2  Leader  Boxes. 

BRASS   RULE 

1  Case  Composing  Rules. 

K)  pounds  2-point  Labor-Saving  Hairline  Brass  Rule. 

5  pounds  2-point  Labor-Saving  1 -point  face  Brass  Rule. 

GALLEYS 

25  Rigid-Rim  Steel  Galleys    6x10. 

6  Rigid-Rim  Steel  Galleys  10x16. 
15  Rigid-Rim  Steel  Galleys    5x23)4 ■ 

COMPOSING  STICKS 

30  Buckeye  6  x  1  School  Composing  Sticks. 
6  Buckeye  8  x  1  School  Composing  Sticks. 
2  Star  12x2  Composing  Sticks. 

PAPER  CUTTER 

1  30-inch  Paper  Cutter. 

STAPLER 

1  Boston  Stapler  (Style  A). 

MISCELLANEOUS 

1  Galley  Cabinet  to  hold  5  x  23^  Galleys. 

1  Galley  Cabinet  to  hold  6  x  10  Galleys. 

2  Tables  for  bindery. 

1  Platen  Press  Cabinet. 

1  Ink  and  Roller  Cabinet. 

2  dozen  Improved  Hempel  Quoins. 

2  kevs  for  above. 
1  Mallet. 

1  Planer. 

1  Benzine  Can. 

3  Ink  Knives. 

Printing  Inks  and  Paper  Stock. 
Oil  Cans,  Tools,  and  Accessories. 
1  Flat-top  Instructor's  Desk  34x60. 
1  Chair  for  Instructor's  Desk. 

IMPOSING  TABLE 

1  No.  3980  Imposing  Table  with  cast  iron  surface  39  x  63,  contain- 
ing reglet  and  wood  furniture  in  standard  units,  bins  for 
galleys,  drawers,  letter  boards,  etc. 


Equipmext  23 


CABINETS  FOR  TYPE  CASES 


15  Single  tier  Type  Cabinets  No.  2155,  each  with  twenty  California 
Job  Cases  and  Tracy  top. 


PRINTING  MACHINERY 


1  Platen  Press  8x12,  Chandler  &  Price,  with  regular  equipment, 
gear  and  pinion  guard,  fly-wheel  guard,  platen  guard,  Yi  h.p. 
variable  speed  motor,  starting  switch. 
1  platen  press  12  x  18,  Colt's  or  Golding,  With  complete  equip- 
ment, fully  guarded,  1  h.p.  variable  speed  motor  and  starting  switch 
1  Washington  Hand  Press  17x12. 
1  Proof  Press,  Poco  No.  0  or  Vandercook. 

The  equipment  indicated  above  should  occupy  at  least  1,600 
square  feet  of  floor  space.  There  should  also  be  a  separate  stock 
room  about  12  x  16  feet  with  shelving,  and  an  adjacent  class  room 
with  individual  desks. 

Working  Conditions 

No  instructor  can  render  efficient  service  unless  he  be  given 
proper  working  conditions.  The  school  print  shop  should  be  in  an 
accessible  room  of  adequate  size,  with  good  light  and  ventilation, 
and  in  a  location  as  favorable  and  desirable  as  that  of  any  other 
school  room.  Basement  rooms  are  usually  unsatisfactory  for  print 
shops. 

Another  important  factor  in  the  working  conditions  is  the  size 
of  the  class.  In  public  schools  there  is  often  a  tendency  to  force 
upon  the  teacher  of  printing  more  students  than  he  can  properly 
handle.  Against  this  practice  the  U.  T.  A.  Committee  on  Educa- 
tion emphatically  protests.  The  consensus  of  opinion  among 
vocational  school  directors  and  instructors,  after  many  years  of 
experience,  is  that  fifteen  students  at  a  time  is  as  many  as  one 
instructor  can  efficiently  handle  for  this  kind  of  work.  The  equip- 
ment listed  above  is  based  upon  this  size  of  class  unit. 


PART  V 

QUALIFICATIONS  OF  A  PRINTING 
INSTRUCTOR 

IN  ORDER  that  the  interests  of  all  concerned — the  trade,  the 
schools,  and  the  public — may  be  best  served,  two  things  are  es- 
sential: first,  that  instructors  in  printing  shall  be  competent;  and 
second,  that  their  entire  time  in  school  be  devoted  to  the  teaching 
of  printing  and  allied  subjects. 

School  officials  responsible  for  determining  an  applicant's  fit- 
ness for  the  position  may  find  the  following  questions  of  assistance: 

1.  Is  he  a  practical  printer  with  extensive  shop  experience? 

2.  Does  he  possess  sufficient  training  as  a  teacher  to  utilize  his 
knowledge  and  skill  in  directing  the  progress  and  development  of 
the  student? 

3.  Has  he  good  acquaintance  and  good  reputation  in  the  trade? 

4.  Has  he  sympathy  with  the  policy  of  the  school,  and  will  he 
enter  enthusiastically  into  its  work? 

5.  Is  he  earnest,  honest,  loyal,  energetic,  studious,  patient, firm, 
sympathetic,  co-operative,  and  progressive? 

6.  Has  he  good  health,  good  habits  and  associates,  good  ap- 
pearance, proper  living  environment,  and  a  harmonious  disposi- 
tion? 

7.  Does  he  have  any  domestic  troubles;  is  he  financially  em- 
barrassed; is  he  living  within  his  means  ? 

8.  Is  he  a  man  with  "common  sense;"  one  not  inclined  to 
fanaticism  of  any  sort,  or  to  devote  undue  attention  to  outside 
interests? 

9.  Has  he  a  good  general  education,  including  a  knowledge  of 
the  allied  lines  of  the  industry? 

10.  Does  he  realize  that  the  characteristics  we  wish  possessed  by 
our  trade  and  our  community  as  a  whole  must  permeate  his  meth- 
ods of  teaching  and  be  a  part  of  his  personality? 

n.  IS  HE  A  GOOD  CITIZEN. 

Concerning  the  second  point  mentioned  above,  namely,  that  an 
instructor  should  devote  his  entire  time  to  teaching  printing,  it  is 
unfortunately  true  that  many  men  are  attracted  to  teaching  posi- 
tions, even  at  lower  salaries  than  they  receive  in  the  trade,  by 
reason  of  the  short  working  hours  and  frequent  school  vacations, 
which  time  may  be  utilized  by  an  aggressive  man  to  further  his 
personal  business  interests  rather  than  in  promoting  the  welfare  of 
the  school  or  improving  himself  professionally.  Such  a  man  should 
not  hold  the  exalted  position  of  a  teacher.    The  right  man  should 


Qualifications  of  Instructor 25 

be  paid  a  salary  commensurate  with  his  ability  so  that  his  whole- 
hearted interest  can  be  devoted  to  his  work  as  an  instructor  of 
printing,  and  he  will  have  no  temptation  to  piece  out  an  inade- 
quate income  by  engaging  in  outside  activities. 

After  securing  the  best  possible  instructor,  constant  effort 
should  be  made  to  encourage  his  professional  improvement.  High 
standards  must  be  developed  and  maintained.  There  is  a  tendency 
among  printing  instructors  to  become  "long"  on  theory  and 
"short"  on  shop  practice.  Those  in  charge  of  the  work  must 
guard  vigorously  against  this. 

Method  of  Instruction 

A  great  deal  depends  on  the  thorough,  systematic  direction 
of  the  student's  development.  The  work  should  be  taken  up  in 
logical  order  and  so  diversified  as  to  afford  all  possible  experience. 
The  instructor  should  keep  in  mind  the  aim  of  the  instruction  and 
the  individual  nature  of  the  student,  and  should  utilize  all  the  means 
afforded  by  each  process  and  operation  to  demonstrate  the  practi- 
cal application  of  principles.  He  must  guard  against  accidents, 
inferior  work,  laziness,  and  slack  discipline,  giving  particular  at- 
tention to  safety  of  operation,  thoroughness  of  instruction,  quality 
of  work,  and  time  of  production.  He  cannot  render  satisfactory 
service  as  a  teacher  unless  he  learns  to  plan  the  work  ahead. 

Records  of  Grades 

Keep  adequate  records  and  samples  of  product.  Grading  should 
be  such  as  to  show  the  strong  and  weak  points  of  the  student  in 
relation  to  basic  work.  For  example,  shop  work  should  be  graded 
on  component  factors  such  as  workmanship,  speed,  design,  initia- 
tive, and  self-directive  ability. 

Grades  should  be  cumulative  day  by  day.  A  blanket  grade  at 
the  end  of  a  term  is  of  little  value  unless  based  on  daily  operation. 
Always  maintain  a  high  standard  of  work. 

A  Manual  for  Instructors 

In  order  to  help  instructors  in  printing  to  conduct  their  work 
on  a  sound  pedagogical  as  well  as  trade  basis,  the  U.  T.  A.  De- 
partment of  Education  has  prepared  a  manual  entitled  "Teaching 
Apprentices  in  Printing  Trades."  This  book  is  intended  both 
for  instructors  in  schools  of  printing  and  for  foremen  having 
supervision  of  apprentices  in  printing  plants.  It  contains  a 
discussion  of  a  few  of  the  fundamental  principles  of  teaching, 
and  shows  how  these  principles  are  applied  in  the  teaching  of 
printing.  The  table  of  contents  below  will  indicate  the  subject 
matter  of  this  book. 

Chapter  I.    The  Printer  as  an  Instructor 

Printing  and  Teaching. 

Production  and  Instruction. 

The  Untrained  Versus  the  Trained  Teacher. 


26 ■ QuAl.ll  ICATIONS   ()]■    InS'IRUCTO r 

Chaiter  II.  What  to  Teach 
The  U.  T.  A.  Standard  Apprenticeship  Courses. 
The  Instruction  Groups. 
The  Instruction  Units. 
The  Lessons. 
Related  Studies. 
Courses  of  Instruction. 
Revision  of  Lessons. 

Chapter  III.    How  to  Teach 
The  Instruction  Guides. 
Methods  of  Teaching. 
Essentials  of  Good  Instruction. 
How  the  Learner  Learns. 
Laws  of  Learning. 
Progress  in  Learning. 
Maximum  Efficiency. 
Forming  Trade  Habits. 
Developing  Trade  Judgment. 

Chapter  IV.    Instruction  Devices 
The  Oral  Recitation. 
The  Written  Recitation. 
The  Lecture. 
Questioning 
The  Demonstration. 
The  Illustration. 
The  Experiment. 
Practice  on  the  Job. 
The  Examination. 

Chapter  V.    The  Lesson 
Characteristics  of  a  Lesson. 
First  Step — Preparation. 
Second  Step — Presentation. 
Third  Step — Application. 
A  Lesson  Analyzed. 

Chapter  VI.  Getting  Interest  of  Students 
Interest  Factors. 
The  Progress  Chart. 
The  Credit  Certificate. 

Chapter  VII.    Grading  or  Rating  Students 
Rating  Systems. 
Rating  Factors. 
The  Measuring  Scale. 
Apprentice  and  Journeyman  Standarcis. 
Standard  Rating  Schedules. 


Qualifications  of  Instructor 27 

Appendix  A 
Courses  of  Instruction  for  Various  Printing  Trades. 

Appendix  B 
Specimens  of  Printing  School  Records. 

Appendix  C 

Outline  of  Standard  Apprenticeship  Lessons  for  Printers. 

The  price  of  this  book  is  ?2.00,  postpaid. 

Conference  of  Printing  Teachers 

As  a  further  means  of  promoting  thorough  instruction  in 
printing,  the  Department  of  Education  conducts  a  conference  for 
printing  instructors  every  summer  at  the  U.  T.  A.  School  of  Print- 
ing in  Indianapolis.  This  conference  is  attended  by  some  of  the 
strongest  teachers  of  printing  from  all  over  the  country,  also  by 
heads  of  demonstration  or  instruction  departments  of  some  of  the 
prominent  manufacturers  of  printing  who  are  endeavoring  to 
carry  on  their  work  according  to  sound  teaching  principles. 

Register  of  Candidates   for  Positions  to  Teach  Printing 

As  a  matter  of  service  both  to  schools  in  need  of  instructors  in 
printing,  and  to  instructors  desiring  to  secure  positions,  the  U.  T.  A. 
Department  of  Education  has  established  a  register  for  printing 
teachers.  Registration  blanks  may  be  obtained  by  teachers  upon 
application.  When  school  officials  apply  to  the  U.  T.  A.  Depart- 
ment of  Education  for  teachers  of  printing,  information  will  be 
given  concerning  such  suitable  candidates  as  are  available,  to- 
gether with  their  qualifications.  There  is  no  charge  for  this  service, 
either  to  teachers  or  to  schools.  All  communications  will  be  con- 
ducted with  the  utmost  confidence  and  discretion  in  the  interests 
of  all  parties  concerned. 

Address  all  inquiries  concerning  either  the  book,  "Teaching 
Apprentices  in  Printing  Trades,"  the  summer  conference  for 
printing  instructors,  or  the  register  of  candidates  for  teaching 
positions,  to  United  Typothetae  of  America,  Department  of  Edu- 
cation, 608  South  Dearborn  Street,  Chicago. 


PART  VI 

GUIDE  FOR  REPORT  ON  A  SCHOOL 
OF  PRINTING 

THE  Advisory  Committee  in  each  place  where  there  is  a  school 
of  printing  should  report  upon  it  annually.  To  secure  fresh- 
ness and  originality  of  report,  it  would  be  well  to  have  at  least  some 
of  the  members  of  the  committee  changed  each  year. 

As  a  guide  in  the  preparation  of  such  a  report,  the  following 
suggestions  are  offered.  This  guide  is  intended  to  be  more  than  a 
mere  questionnaire.  It  is  intended  to  furnish  a  means  for  a  com- 
plete examination  and  report  upon  the  school.  The  questions  are 
not  intended  to  be  answered  by  yes  or  no,  but  to  be  indications 
of  points  upon  which  full  information  is  desired. 

Obviously  some  of  these  questions  will  be  needless  in  some  cases; 
for  example,  if  the  work  is  only  manual  training.  While  only 
relevant  information  should  be  sought,  care  should  be  taken  to 
make  it  as  complete  as  possible. 

Character  of  the  School 

Is  the  school  supported  by  public  funds  or  by  private  endow- 
ment? 

If  by  public  funds,  is  it  supported  by  the  city  alone  or  do  the 
state  and  national  government  contribute,  and  in  what  proportion? 

How  much  money  was  spent  for  the  support  of  the  school  in 
the  last  fiscal  year? 

What  is  the  purpose  of  the  instruction?  Is  it  (1)  manual  train- 
ing (part  of  general  education),  (2)  prevocational  (preceding  serious 
vocational  education),  or  (3)  vocational  (direct  for  the  industry)  ? 

Is  the  purpose  sharply  defined  and  consistently  followed? 

If  the  purpose  is  vocational,  what  is  the  nature  of  the  work 
done?  Is  it  (1)  full-time  day  work,  (2)  part-time  day  work,  or 
(3)  evening  work? 

If  it  is  a  combination  of  two  or  more  of  these,  what  is  the  rela- 
tive importance  of  each? 

Location 

Is  the  school  well  located  ? 

Is  it  easy  of  access  from  the  homes  of  the  pupils? 

Plant 

Is  the  plant  well  located  in  the  building? 

Describe  it  fully,  showing  whether  or  not  it  is  of  proper  size, 
airy,  and  well  lighted. 


Guide  for  Report  29 


Describe  the  lighting  system  fully. 

Describe  the  heating  system  and  state  whether  proper  tempera- 
ture and  humidity  are  maintained. 

Is  it  kept  clean  and  workmanlike  in  appearance? 
Is  it  safe  from  fire? 

Are  waste  paper  and  the  like  properly  cared  for? 
Is  there  proper  toilet  and  lavatory  accommodation? 

Equipment  and  Supplies 

Give  a  full  list  of  equipment. 

Is  the  layout  of  the  plant  good?  If  not,  in  what  respect  could 
it  be  improved? 

Is  the  equipment  new  and  up-to-date  ? 

Are  the  machines  provided  with  proper  safety  appliances? 

Is  the  equipment  in  good  repair  and  well  cared  for,  cases  clean, 
etc.? 

Is  the  blowing  out  of  cases  hygienically  done? 

Teachers 

If  there  is  more  than  one  teacher,  the  information  asked  should 
be  given  fully  with  regard  to  each  separately. 

Name  and  age. 

Subject  taught. 

Education. 

Experience:    (a)  in  the  industry;    (b)  in  teaching. 

Has  he  high  standards  of  excellence  in  printing? 

Has  he  practical  ideas  of  shop  management? 

Are  his  methods  workmanlike? 

Is  he  a  good  disciplinarian? 

Does  he  keep  in  close  touch  with  the  local  industry? 

Is  he  sympathetic  and  helpful  toward  the  pupils? 

Are  his  appearance  anci  personality  good  and  likely  to  be  help- 
ful to  the  pupils? 

Has  he  energy  and  initiative  in  directing  the  work  of  his  de- 
partment? 

IS  HE  A  GOOD  CITIZEN? 

Has  the  committee  any  comment  to  make  as  to  the  man  or  any 
of  his  relations  either  to  the  school,  the  industry,  or  outside  inter- 
ests? 

Curriculum 

(/)  Full  time  day  work. 
How  long  is  the  course? 


30  GuTDK  FOR  Report 


Give  the  curriculum  in  full,  including  shop  work  and  classroom 
work,  for  the  entire  course,  showing  how  many  hours  per  week 
(actual  clock  time)  are  given  to  each  subject  in  each  semester  or 
term. 

What  text  books  are  being  used?     (Give  titles  and  authors.) 

Are  the  book  subjects  taught  by  the  teachers  of  printing? 

If  not,  are  they  given  in  separate  sections  and  arranged  to  co- 
ordinate with  the  shop  work,  or  do  the  printing  pupils  go  into 
general  classes  with  pupils  learning  other  trades  or  no  trades? 

If  the  classroom  work  is  partly  special  and  partly  general,  de- 
scribe it  fully. 

What  is  the  system  used  in  grading? 

Is  the  grading  general,  or  are  the  grades  for  shop  work  and 
book  work  separated  ? 

Are  the  school  credits  given  for  shop  work  equivalent  to  those 
given  for  classroom  work  ? 

Is  the  shop  work  covered  by  a  general  mark,  or  are  grades  so 
given  as  to  show  separately  such  qualities  as  promptness,  neatness, 
care  of  tools  and  materials,  speed,  initiative,  etc.  ? 

{2)  Part-time  Work 

How  much  time  do  part-time  students  give  by  the  week  and 
by  the  term  or  semester? 

Describe  the  work  fully. 

(J)  Evening  Work 

How  much  time  do  evening  students  giver 

Is  there  a  system  of  unit  courses? 

Describe  the  work  fully. 

Product 

What  is  the  product  of  the  school  print  shop? 

How  much  work  is  done:  (a)  for  the  school;  (b)  for  other 
schools;  (c)  for  the  school  board;  (d)  for  the  city;  (e)  for  the  general 
public?  If  possible  this  information  should  be  given  by  means  of 
a  full  list  of  jobs  done  for  a  year  preceding  the  date  of  the  report. 
This  list  should  be  in  detail,  giving  a  full  description  of  the  job  and 
the  number  of  copies  printed.  If  any  books,  pamphlets,  or  peri- 
odicals are  printed,  the  size  of  the  page  and  number  of  pages  should 
be  given,  as  well  as  the  number  of  copies. 

What  consideration  governs  the  choice  of  the  work  done? 

Who  determines  what  work  shall  be  taken  in? 

Is  there  any  deliberate  purpose  to  make  the  school  print  shop 
self-supporting  or  a  source  of  direct  or  indirect  financial  gain? 

Is  the  quality  of  the  product  up  to  first  class  commercial  stand- 
ards for  similar  work? 


Guide  for  Report  31 


How  far  is  the  product  really  the  work  of  the  pupils?  For 
example:  a  program  is  printed;  who  chose  the  paper,  selected  the 
type  faces,  and  laid  out  the  copy? 

Pupils 

How  many  pupils  are  there  in  full-time  day  courses;  in  part- 
time  courses;  in  evening  courses? 

How  many  of  the  pupils  who  enter  complete  the  course  ? 

How  old  are  the  full-time  pupils? 

What  previous  education  is  required  of  them? 

Who  decides  whether  or  not  they  take  the  printing  course? 

Is  there  any  tendency  on  the  part  of  the  school  authorities  or 
others  to  put  into  these  courses  pupils  who  are  not  making  good  in 
academic  studies  ? 

Do  the  boys  work  in  printing  shops  during  the  summer  vaca- 
tion ? 

How  many  boys  can  the  local  printing  industry  absorb  annually  ? 

What  arrangements  are  there  for  the  passage  of  boys  from  the 
school  to  the  industry? 

With  what  standing  are  these  boys  received  into  the  shop  as 
compared  with  other  boys  ? 

Is  there  any  plan  for  having  the  graduates  accepted  as  regular 
apprentices? 

How  many  of  the  pupils  are  thus  apprenticed? 

Is  there  any  provision  made  for  continuing  the  apprentice's 
instruction  after  he  enters  the  shop? 

Is  there  any  plan  for  keeping  a  record  of  the  graduate's  progress 
in  the  industry? 

Other  Vocational  Courses 

Does  the  school  system  support  other  vocational  courses:  (a) 
day,  (b)  part-time,  (c)  evening? 

For  what  trades  is  instruction  given  ? 

Has  the  printers'  organization  ever  asked  the  schools  for  help? 

What  is  the  attitude  of  the  superintendent  of  schools  towards 
providing  adequate  vocational  instruction  for  (a)  the  printing 
trades,  (b)  the  other  trades? 

Approval  of  Schools  of  Printing 

In  order  to  establish  more  intimate  and  helpful  relations  be- 
tween the  United  Typothetae  of  America  and  the  public  schools 
that  desire  to  conduct  their  work  in  printing  according  to  U.  T.  A. 
principles  and  standards  as  set  forth  in  the  preceding  pages,  the 
Department  of  Education  has  prepared  a  Certificate  of  Approva  1 
of  Schools   of  Printing,    an    application    form   for   which   will    be 


32  Guide  for  Report 


sent  upon  request.  The  inffjnnation  called  for  in  this  applica- 
tion is  substantially  the  same  as  is  indicated  in  the  questions 
above.  The  Certificate  of  Approval  of  any  school  for  conducting 
instruction  in  printing  in  accordance  with  standards  established 
by  United  Typothetae  of  America,  will  mean  that  this  school  will 
receive  all  possible  aid  that  the  U.  T.  A.  Department  of  Education 
can  give  as  a  result  of  its  research  work  carried  on  throughout 
the  whole  printing  industry  of  the  country.  There  is  no  fee  at- 
tached to  this  application  or  the  certificate  of  approval. 


PART  VII 

TYPOGRAPHIC  TECHNICAL  LIBRARY 

THE  following  list  of  publications,  comprising  the  Typographic 
Technical  Series  for  Apprentices,  has  been  prepared  under  the 
supervision  of  the  Committee  on  Education  of  the  United  Typoth- 
etae  of  America  for  use  in  trade  classes,  in  courses  of  printing  in- 
struction, and  by  individuals. 

Each  publication  has  been  compiled  by  a  competent  author 
or  group  of  authors  and  carefully  edited,  the  purpose  being  to 
provide  the  printers  of  the  United  States — employers,  journeymen, 
and  apprentices — with  a  comprehensive  series  of  handy  and  in- 
expensive compendiums  of  reliable,  up-to-date  information  upon 
the  various  branches  and  specialties  of  the  printing  craft,  all  ar- 
ranged in  orderly  fashion  for  progressive  study. 

The  publications  of  the  series  are  of  unifrom  size,  5x8  inches. 
The  general  make-up  in  typography,  illustrations,  etc.,  has  been, 
as  far  as  practicable,  kept  in  harmony  throughout.  A  brief  synopsis 
of  the  particular  contents  and  other  chief  features  of  each  volume 
will  be  found  under  each  title  in  the  following  list. 

Each  topic  is  treated  in  a  concise  manner,  the  aim  being  to 
embody  In  each  publication  as  completely  as  possible  all  the 
rudimentary  information  and  essential  facts  necessary  to  an  under- 
standing of  the  subject.  Care  has  been  taken  to  make  all  state- 
ments accurate  and  clear,  with  the  purpose  of  bringing  essential 
information  within  the  understanding  of  beginners  in  the  dif- 
ferent fields  of  study.  Wherever  practicable,  simple  and  well-de- 
fined drawings  and  illustrations  have  been  used  to  assist  in  giving 
additional  clearness  to  the  text. 

In  order  that  these  books  may  be  of  the  greatest  possible  help 
for  use  in  trade-school  classes  and  for  self-instruction,  each  title 
is  accompanied  by  a  list  of  Review  Questions  covering  essential 
items  of  the  subject  matter.  A  short  Glossary  of  technical  terms 
belonging  to  the  subject  or  department  treated  is  also  added  to 
many  of  the  books. 

Price  for  Complete  Library 

The  price  of  the  complete  Library  of  sixty-five  volumes  is  $50 
to  members  of  the  U.  T.  A.,  public  schools,  and  public  libraries;  to 
all  others  $100,  f.o.b.  Indianapolis,  Indiana.  The  regular  terms 
on  which  the  Library  is  sold  are  an  initial  payment  of  $30  with  the 
order  (except  to  those  not  entitled  to  the  special  price,  in  which 
case  the  initial  payment  is  $60).    The  balance  of  $20  (or  $40  as  the 


34 Tf.chnical  Library 

case  may  be)  is  to  be  paid  as  deliveries  (jf  adilirional  vf)lutnes  are 
made.  Public  schools  and  libraries,  if  not  allowed  by  their  reg- 
ulations to  pay  in  advance,  will  be  permitted  to  make  remittance 
after  initial  shipment  of  books  is  received. 

Separate  volumes  will  be  sold  at  $1.50  each.  To  schools  and 
libraries  the  price  is  $1.00  per  volume. 

How  TO  Order 

Address  all  orders  to  the  Department  of  Education,  United 
Typothetae  of  America,  608  South  Dearborn  Street,  Chicago,  111. 
Please  write  name  and  address  plainly  and  state  how  you  want  the 
books  shipped.  Enclose  check,  money  or  express  order.  Delivery 
of  all  finished  volumes  will  be  made  at  once — balance  upon  com- 
pletion. 

List  of  Titles 

The  Library  consists  of  ten  general  divisions  containing  a  total 
of  sixty-five  volumes,  each  being  an  authoritative  text-book  upon 
some  important  subject  of  the  printing  or  allied  industries.  The 
complete  list  of  titles  is  as  follows.  Volumes  ready  for  delivery  are 
indicated  by  the  asterisk  (*). 

PART  I — Types,  Tools,  Machines  and  Materials 

*1.  Type:  a  Primer  of  Information By  A.  A.  Stewart 

Relating  to  the  mechanical  features  of  printing  types;  their  sizes,  font  schemes,  etc.,  with  a  brief 
description  of  their  manufacture.    44  pp,  illustrated;  74  review  questions;  glossary. 

*2.  Compositors'  Tools  and  Materials By  A.  A.  Stewart 

A  primer  of  information  about  composing  sticks,  galleys,  leads,  brass  rules,  cutting  and  mitermg 
machines,  etc.,  47  pp.;  illustrated;    SO  review  questions;  glossary. 

*3.  Type  Cases,  Composing  Room  Furniture By  A.  A.  Stewart 

A  primer  of  indormation  about  type  cases,  work  stands,  cabinets,  case  racks,  galley  racks,  stand 
ing  galleys,  etc.    43  pp.;  illustrated;  33  review  questions;  glossary. 

*4.  Imposing  Tables  and  Lock-up  Appliances Bj  A.  A.  Stewart 

Describing  the  tools  and  materials  used  in .  locking  up  forms  for  the  press,  including  some  modern 
utilities  for  special  purposes.    59  pp.;  illustrated;   70  review  questions;  glossary. 

*5.  Proof  Presses By  A.  A.  Stewart 

A  primer  of  information  about  the  customary  methods  and  machines  for  taking  printer's  proofs 
40  pp.;  illustrated;  41  review  questions;    glodsary. 

*6.  Platen  Printing  Presses By  Daniel  Baker 

A  primer  of  information  regarding  the  history  and  mechanical  construction  of  platen  printing 
presses,  from  the  original  hand  press  to  the  modern  job  press,  to  which  is  added  a  chapter  on 
automatic  presses  of  small  size.    SI  pp.;   illustarted;   49  review  questions;   glossary. 

*7.  Cylinder  Printing  Presses By  Herbert  L.  Baker 

Being  a  study  of  the  operation  and  mechanism  of  the  principal  types  of  cylinder  printing  ma- 
chines.   64  pp.;   illustrated;   47  review  questions;   glossary. 

8.  Mechanical  Feeders  and  Folders 

The  history  and  operation  of  modern  feeding  and  folding  machines;  with  hints  on  their  care  and 
adjustments.    Illustrated;  review  questions;  glossary. 

*9.  Power  for  Machinery  in  Printing  Houses By  Carl  F.  Scott 

A  treatise  on  the  methods  of  applying  power  to  printing  presses  and  allied  machinery,  with  par- 
ticular reference  to  electric  drive.    S3  pp.;  illustrated;  69  review  questions;  glossary. 

*10.  Paper  Cutting  Machines By  Niel  Gray,  Jr. 

A  primer  of  information  about  paper  and  card  trimmers,  hand-lever  cutters,  power  cutters,  and 
other  automatic  machines  for  cutting  paper.    70pp.;  illustrated;  IIS  review  questions;  glossary. 

*11 .  Printers'  Rollers By  A.  A.  Stewart 

A  primer  of  information  about  the  composition,  manufacture,  and  care  of  ink  rollers.  46  pp.; 
illustrated;  61   review  questions;  glossary. 


Technical  Library 35_ 

*12.  Printing  Inks By  Philip  Ruxton 

Their  composition,  properties  and  manufacture  (reprinted  by  permission  from  Circular  No.  53, 
United  States  Bureau  of  Standards);  together  with  some  helpful  suggestions  about  the  everyday 
use  of  printing  inks,  80  pp.;   100  review  questions;   glossary. 

13.  How  Paper  is  Made By  William  Bond  Wheelright 

A  primer  of  information  about  the  materials  and  processes  of  manufacturing  paper  for  printing 
and  writing.    68  pp.;  illustrated;  62  review  questions;  glossary. 

14.  Relief  Engravings By  Henry  P.  Porter 

Brief  history  and  non-technical  description  of  modern  methods  of  engraving;  woodcut,  zinc  plate, 
halftone;  kind  of  copy  for  reproduction;  things  to  remember  when  ordering  engravings.  Illus- 
trated; review  questions;   glossary. 

*15.     Electrotyping  and  Sterotyping By  Harris  B.  Hatch  and  A.  A.  Stewart 

A  primer  of  information  about  the  processes  of  electrotyping  and  stereotyping.  94  pp.;  illustrated 
129  review  questions;   glossary. 

PART  II — Hand  and  Machine  Composition 
*16.  Typesetting By  A.  A.  Stewart 

A  handbook  for  beginners,  giving  information  about  justifying,  spacing,  correcting  and  other 
matters  relating  to  typesetting.    Illustrated;   review  questions;   glossary. 

*17      Printers'  Proofs By  A.  A.  Stewart 

The  methods  by  which  they  are  made,  marked  and  corrected,  with  observations  on  proof- 
reading.   Illustrated;  review  questions;  glossary. 

*18.  First  Steps  in  Job  Composition By  Camille  DeVeze 

Sugestions  for  the  apprentice  compositor  in  setting  his  first  job,  especially  about  the  important 
little  things  which  go  to  make  good  display  in  typography,  63  pp.;  examples;  SS  review  questions; 
glossary. 

19.  General  Job  Composition 

How  the  job  compositor  handles  business  stationery,  programs,  and  miscellaneous  work.  Illus- 
trated; review  questions;  glossary. 

*20.  Book  Composition J-W.  Bothwell 

Chapters  from  DeVinne's  "Modern  Methods  of  Book  Composition,"  revised  and  arranged  for 
this  series  of  text-books  by  J.  W.  Bothwell  of  the  DeVinne  Press.  New  York.  Part  I:  Composi- 
tionofpages.    Partll:  Impostition  of  pages.    229  pp.;  illustrated;  525  review  questions;  glossary. 

*21.  Tabular  Composition By  Robert  Seaver 

A  study  of  the  elementary  forms  of  table  composition,  with  examples  of  more  difficult  composi- 
tion. 36  pp.;   examples;  45  review  questions. 

*22.  Applied  Arithmetic By  E.  E.  Sheldon 

Elementary  arithmetic  applied  to  problems  of  the  printing  trades  calculation  of  materials,  paper 
weights  and  sizes,  with  standard  tables  and  rules  for  computation,  each  subject  amplified  with 
example,  and  exercises.     159  pp. 

23.  Typecasting  and  Composing  Machines A.W.  Finlay,  Editor 

'     Section  I — The  Linotype. 
Section  II — The  Monotype. 

Section  IV — Other  Typecasting  and  Typesetting  Machines. 

A  brief  history  of  typesetting  machines,  with  descriptions  of  their  mechanical  principles  and 
operations.    Illustrated;  review  questions;  glossary. 

PART  III — Imposition  and  Stonework 
*24.  Locking  Forms  for  the  Job  Press By  Frank  S.  Henry 

Things  the  apprentice  should  know  about  locking  up  small  forms,  and  about  general  work  on  the 
stone.    Illustrated;  review  questions;  glossary. 

25.  Preparing  Forms  for  the  Cylinder  Press ByFrank  S.  Henry 

Pamphlet  and  catalog  imposition;  margins;  fold  marks,  etc.  Methods  of  handling  type  forms 
and  electrotype  forms.    Illustrated;   review  questions;  glossary. 

PART  \V—Pressivork 

26.  Making  Ready  on  Platen  Presses By  T.G.  McGrew 

The  essential  parts  of  a  press  and  their  functions;  distinctive  features  of  commonly  used  nia- 
chines.  Preparing  the  tympan,  regulating  the  impression,  underlaying  and  overlaying,  setting 
gages  and  other  details  explained.    Illustrated;  review  questions;  glossary. 


36 Technical  Lirrary 

27.  Cylinder  Presswork By  T.  G.  McGrew 

Preparing  the  press;  adjustment  of  bed  and  cylinder,  form  rollers,  ink  fountain,  grippers,  and 
delivery  systems.  Underlaying  and  overlaying;  modero  overlay  methods.  Illustrated;  revfew 
questions;  glossary. 

*28.  Pressroom  Hints  and  Helps By  Charles  L.  Dunton 

Describing  some  practical  methods  of  press  room  work,  with  directions  and  useful  information 
relating  to  a  variety  of  printing  press  problems.    87  pp.;   176  review  questions. 

29.  Reproductive  Processes  of  the  Graphic  Arts By  /f.  IF.  Elson 

A  primer  of  information  about  the  distinctive  features  of  the  relief,  the  intaglio,  and  the  piano- 
graphic  processes  of  printing.    84  pp.;  illustrated;  100  review  questions;  glossary. 

PART  \— Pamphlet  and  Book  Binding 

30.  Pamphlet  Binding By  Bancroft  L.  Goodwin 

A  primer  of  information  about  the  various  operations  employed  in  binding  pamphlets  and  other 
work  in  the  bindery.    Illustrated;   review  questions;  glossary. 

31.  Book  Binding By  John  J.  Pleger 

Practical  information  about  the  usual  operations  in  binding  books,  folding,  gathering,  collating, 
sewing,  forwarding,  finishing.  Case  making  and  cased-in  books.  Hand  work  and  machine  work. 
Job  and  blank-book  binding.    Illustrated;  review  questions;  glossary. 

PART  VI — Correct  Literary  Composition 
*32.  Word  Study  and  English  Grammar By  F.  W.  Hamilton 

A  primer  of  information  about  words,  their  relations,  and  their  uses.  68  pp. ;  4  review  questions; 
glossary. 

*ZZ.  Punctuation By  F.W.  Hamilton 

A  primer  of  information  about  the  marks  of  punctuation  and  their  use,  both  grammatically  and 
typographically.    56  pp.;   SO  review  questions;   glossary. 

*34.  Capitals By  F.W.  Hamilton 

A  primer  of  information  about  capitalization,  with  some  practical  typographical  hints  as  to  the 
use  of  capitals.     48  pp.;    92  review  questions;    glossary. 

*35.  Division  of  Words By  F.W.  Hamilton 

Rules  for  the  division  of  works  at  the  end  of  lines,  with  remarks  on  spelling,  syllabication,  and 
pronunciation.  42  pp.;  70  review  questions. 

*36.  Compound  Words By  F.  W.  Hamilton 

A  study  of  the  principles  of  compounding,  the  components  of  compounds,  and  the  use  of  the 
hyphen.    34  pp.;  62  review  questions. 

*37.  Abbreviations  and  Signs By  F.  W.  Hamilton 

A  primer  of  information  about  abbreviations  and  signs,  with  classified  lists  of  those  in  common 
use.    58  pp.;  32  review  questions. 

*38.  The  Uses  of  Italics By  F.W.  Hamilton 

A  primer  of  information  about  the  history  and  uses  of  italic  letters.    31  pp.;  37  review  questions. 

*39.  Proofreading By  Arnold  Levitas 

The  technical  phases  of  the  proofreader's  work;  reading,  marking,  revising,  etc.;  methods  of 
handling  proofs  and  copy.    Illustrated  by  examples.    59  pages.;  69  review  questions;  glossary. 

*40.  Preparation  of  Printers'  Copy By  F.  W.  Hamilton 

Suggestions  for  authors,  editors,  and  all  who  are  engaged  in  preparing  copy  for  the  composing 
room.    36  pp.;  67  review  questions. 

41.  Printers'  Manual  of  Style 

A  reference  compilation  of  approved  rules,  usages  and  suggestions  relating  to  uniformity  in 
punctuation,  capitalization,  abbreviations,  numerals,  and  knidred  features  of  composition. 

42.  The  Printers'  Dictionary By  A.  A.  Stewart 

A  handbook  of  definitions  and  miscellaneous  information  about  various  processes  of  printing 
alphabetically  arranged.    Technical  terms  explained.     Illustrated. 


Technical  Library  37 


PART  y  11— Design,  Color,  and  Lettering 
*43.  Applied  Design  for  Printers By  Harry  L.  Gage 

A  handbook  of  the  principles  of  arrangement,  with  brief  comment  on  the  periods  of  design  which 
have  most  influenced  printing.  Treats  of  harmony,  balance,  proportion,  and  rhythm;  motion 
symmetry  and  variety;  ornamental,  estheric,  and  symbolic.  37  illustrations;  46  review  questions 
glossary;  bibliography. 

44.  Elements  of  Typographic  Design By  Harry  L.  Gage 

Applications  of  the  principles  of  decorative  design.  Building  material  of  typography;  paper' 
types,  ink,  decorations  and  illustrations.  Handling  of  shapes.  Design  of  complete  book,  treating 
each  part.  Design  of  commercial  forms  and  single  units.  Illustrations;  review  questions; 
glossary;   bibliogiaphy. 

45.  Rudiments  of  Color  in  Printing By  Harry  L.  Gage 

Use  of  color;  for  decoartion  of  black  and  white,  for  broad  poster  effect,  in  combinations  of  two, 
three  or  more  printings  with  process  engraving;  Scientific  nature  of  color,  physical  and  chemical. 
Terms  in  which  colors  may  be  discussed;  hue,  value,  intensity.  Diagrams  in  color,  scales  and 
combinations.  Color  theory  of  process  engraving,  experiments  with  color.  Illustrations  in  full 
color,  and  on  various  papers.    Review  questions;  glosasry;  bibliography. 

46.  Lettering  in  Typography By  Harry  L.  Gage 

Printers'  use  of  lettering;  adaptability  and  decorative  effect.  Development  of  historic  writing 
and  lettering  and  its  influence  on  type  design.  Classification  of  general  forms  in  lettering.  Ap- 
plication of  general  forms  in  lettering.  Application  of  design  to  lettering.  Drawing  for  repro- 
duction     Fully   illustrated;    review  questions;   glossary;   bibliography. 

47.  Typographic  Design  in  Advertising By  Harry  L.  Gage 

The  printers'  function  in  advertising.  Prospects  upon  which  advertising  is  based.  Printers 
analysis  of  his  copy.  Emphasis,  legibility,  attention,  color.  Method  of  studying  advertising 
typography.     Illustrations;   review  questions;   glossary;    bibliography. 

48.  Making  Dummies  and  Layouts By  Harry  I..  Gage 

A  layout  of  the  architectural  plan.  A  dummy;  the  initation  of  a  proposed  final  effect.  Use  of 
dummy  in  sales  work.  Use  of  layout.  Function  of  layout  man.  Binding  schemes  for  dummies. 
Dummy  envelopes.    Illustrations;   review  questions;  glossary;  bibliography. 

PART  VIW— History  oj  Printing 

*49.  Books  before  Typography By  F.W.  Hamilton 

A  primer  of  information  about  the  invention  of  the  alphabet  and  the  history  of  bookmaking  up 
to  the  invention  of  movable  types.    62  pp.;  illustrated;  64  review  questions. 

*50.  The  Invention  of  Typography By  F.W.  Hamilton 

A  brief  sketch  of  the  invention  of  printing  and  how  it  came  about.    64  pp.;  62  review  questions. 

*51.  History  of  Printing — Part  I '. By  F.  W.  Hamilton 

A  primer  of  information  about  the  bgeinnings  of  printing,  the  development  of  the  book,  the  de- 
velopment of  printers' materials,  and  the  work  of  the  great  pioneers.    63  pp.;  55  review  questions. 

*52.  History  of  Printing — Part  II By  F.  JV.  Hamilton 

A  brief  sketch  of  the  economic  conditions  of  the  printing  industry  from  I4S0  to  1789,  including 
govenment  regulations,  censorship,  internal  conditions,  and  industrial  relations.  94  pp.;  128 
review  questions. 

*53.  Printing  in  England By  F.  JV.  Hamilton 

A  short  history  of  printing  in  England  from  Caxton  to  the  present  time.  89  pp.;  65  review  ques- 
tions. 

*54.  Printing  in  America By  F.W.  Hamilton 

A  brief  skecth  of  the  development  of  the  newspaper,  and  some  notes  on  publishers  who  have 
especially  contributed  to  printing.    93  pp.;   84  review  questions. 

*55.  Type  and  Presses  in  America By  F.W.  Hamilton 

A  brief  historical  sketch  of  the  deveolpments  of  type  casting  and  press  building  in  t-he  United 
States.    62  pp.;   61  review  questions. 

PART  IX — Cost  Finding  and  Accounting 

56.  Elements  of  Cost  in  Printing By  Henry  P.  Porter 

A  primer  of  information  about  alt  the  elements  that  contribute  to  the  cost  of  printing  and  their 
relations  to  each  other.    Review  questions;  glossary. 


38 Tkchnical  T.trrary 

57.  Use  of  a  Cost  System By  Henry  P.  Porter 

The  Standard  Cost  Finding  forms  and  ihcir  uses.    Wliat  they  should  show.    How  to  utilize  the 
information  they  give.    Review  questions;   glossary. 

58.  The  Printer  as  a  Merchant By  Henry  P.  Porter 

The  selection  and  purchase  of  materials  and  supplies  for  printing.    The  relation  of  the  cost  of  raw 
material  and  the  selling  price  of  the  finished  product.    Review  questions;   glossary. 

59.  Fundamental  Principles  of  Estimating By  Henry  P.  Porter 

The  estimator  and  his  work;    forms  to  use;    general  rules  for  estimating.     Review  questions; 

glossary. 

60.  Estimating  and  Selling By  Henry  P.  Porter 

An  insight  into  the  methods  used  in  making  estimates,  and  their  relation  to  selling.     Review 
questions;   glossary. 

61.  Accounting  for  Printers By  Henry  P.  Porter 

A  brief  outline  of  an  accounting  system  for  printers;    necessary  books  and  accessory    records. 
Review  questions;  glossary. 

PART  X — Miscellaneous 

62.  Local  and  Industrial  Relations By  Henry  P.  Porter 

A  brief  sketch  of  the  development  of  social  and  industrial  relations  from  tlie  earliest   times  to 
the  present. 

63.  Health,  Sanitation  and  Safety By  Henry  P.  Porter 

Hygiene  in  the  printing  trade;  a  study  of  conditions,  old  and  new;  practical  suggestions  for  im- 
provement;  protective  appliances  and  rules  of  safety. 

64  Topical  Index By  F.W.  Hamilton 

A  book  of  reference  covering  the  topics  treated  in  the  Typographic  Technical  Series  alphabetically 
arranged. 

65.  Courses  of  Study By  F.W.  Hamilton 

A  guidebook  for  teachers,  with  outlines  and  suggestions  for  classroom  and  shop  work. 


PART  VIII 

PRACTICAL  APPRENTICESHIP 
FOR  PRINTERS 

MORE  than  twenty  of  the  states  have  enacted  legislation  com- 
pelling boys  and  girls  to  attend  school  part  time  after  entering 
upon  employment.  This  movement  is  spreading  and  should  re- 
ceive the  active  support  of  every  citizen  interested  in  seeing  an  ef- 
fective apprenticeship  system  developed.  Educators  generally 
agree  that  the  part-time  plan  properly  worked  out  is  the  most 
effective  way  of  teaching  a  trade.  The  apprentice  learns  how  and 
why  in  the  school,  and  develops  skill  by  application  in  the  shop. 

No  other  trade  offers  a  better  opportunity  for  the  development 
of  an  effective  part-time  plan  of  apprentice  training  than  does 
printing.  It  is  still  and  always  will  be  a  skilled  trade  that  depends 
fully  as  much  upon  intelligence  and  judgment  as  upon  skill  of  hand. 
The  nature  of  the  work  is  in  itself  intellectually  stimulating. 

Apprenticeship  Handbook 

There  seems  to  be  general  agreement  that  better  trained  crafts- 
men are  needed  in  the  printing  industry.  Ways  and  means  tor 
meeting  this  need  are  fully  discussed  in  a  book  entitled  "Practical 
Apprenticeship  for  Printers"  prepared  by  the  U.  T.  A.  Department 
of  Education. 

Organization.  The  proposed  plan  of  organization  is  based  on 
the  principle  that  the  industry  through  its  international  and  local 
bodies  will  stand  sponsor  for  the  program  of  training.  At  the  same 
time  provision  is  made  for  the  active  co-operation  of  the  individual 
employers.  The  hand  book  suggests  a  type  of  organization  for  the 
larger  community  that  has  enough  education  activities  to  warrant 
the  employment  of  a  local  Director  of  Education.  Needs  of  the 
detached  or  isolated  shop  are  met  by  the  "Apprentice  Department" 
plan.  In  between  these  two  extremes  are  many  varying  conditions 
which  are  fully  considered. 

Types  of  Schools.  Some  of  the  types  of  schools  discussed  are 
the  shop  schools  maintained  by  individual  plants,  local  Typothetae 
schools,  continuation  schools,  evening  schools,  and  endowed  schools. 
The  conditions  under  which  federal  and  state  aid  are  available  are 
set  forth.  Courses  of  instruction  are  outlined  and  required  equip- 
ment is  listed.  The  approval  of  schools,  the  issuance  of  certificates 
to  apprentices,  and  the  general  conditions  relating  to  the  most 
successful  apprenticeship  are  here  included. 

School  Room  and  Shop.  Mere  service  of  four  or  five  years  in  a 
printing  plant  does  not  insure  the  development  of  an  apprentice 
boy  into  a  skilled  printer.    It  is  possible  for  him  to  serve  his  time 


40  Practical  Apprf.nttcf.ship 

without  attaining  the  proficiency  of  even  a  two-thirder.  On  the 
other  hand,  the  vocational  school  can  never  produce  skilled  print- 
ers. The  advantages  of  apprenticeship  and  vocational  training 
combined  will  insure  the  industry  a  better  grade  of  boy,  more 
faithful  service,  and  more  highly  skilled,  intelligent  craftsmen. 

The  Indenture.  Every  apprentice  should  be  indentured.  The 
indenture  should  guarantee  to  both  parties  faithful  performance  of 
mutual  service.  To  the  employer:  prompt,  accurate  and  faith- 
ful service;  to  the  apprentices:  thorough,  systematic  and  complete 
instruction  in  the  trade  and  related  technical  subjects. 

Contents  of  Apprenticeship  Handbook 
I.  The  meaning  of  Apprenticeship. 
II.  Organization  for  Apprentice  Instruction. 

III.  Types  of  Schools. 

IV.  Equipment  and  Instruction. 
V.  Content  of  Courses. 

VI.  Employer  and  Apprentice — their  relations   to  each 
other  and  to  the  Industry. 
VII.  Course  for  two  year  vocational  school. 
VIII.  Craftsmanship  Requirements. 
IX.  Selection  of  Apprentices  and  Special  Schools. 
X.  Apprentice  Lectures  and  Special  Services. 
This  book  is  now  on  sale  by  the  U.  T.  A.  Department  of  Edu- 
cation.   Price  ^2.50. 


PART  IX 

STANDARD  APPRENTICESHIP 
LESSONS 

IN  ORDER  to  furnish  a  standard  of  instruction  and  to  facilitate 
the  work  of  the  local  instructors,  the  U.  T.  A.  Department  of 
Education  has  started  a  comprehensive  program  of  preparing  in- 
struction material  for  the  courses  outlined  in  the  hand  book, 
"Practical  Apprenticeship  for  Printers."  The  material  has  been 
arranged  in  groups  of  instruction  units.  For  example,  the  group 
on  Elements  of  Composition  consists  of  five  units : 

Unit       I — Principles  of  Type  Setting. 
Unit     II — Proving  Composition. 
Unit  III — Distribution. 
Unit   IV — Style  Aids  in  Composition. 
Unit     V — Calculation  in  Composition. 

Each  of  the  other  groups  is  similarly  constructed. 

Instructors'  Guide  and  Students'  Lessons.  For  each  of  the 
instruction  units  there  is  an  instructor's  guide,  and  a  number  of 
individual  lesson  sheets  for  the  student.  The  instructors'  guide 
contains  a  statement  of  the  teaching  aim  of  the  unit,  the  equipment 
needed,  the  conditions  necessary,  specific  suggestions  concerning 
the  teaching  of  the  lesson,  and  a  schedule  for  rating  students  for 
the  work  of  the  unit.  The  students'  lesson  sheet  contains  the  es- 
sential theory,  directions  for  the  practical  work,  and  questions 
which  bring  out  the  leading  facts  and  practices  connected  with  the 
lesson.  The  first  unit  "Principles  of  Type  Setting,"  in  the  "Ele- 
ments of  Composition"  Group  is  broken  up  into  five  lessons  as 
follows : 

Lesson  1 — Learning  the  Case. 

Lesson  2 — Using  the  Composing  Stick. 

Lesson  3 — Justification. 

Lesson  4 — Spacing. 

Lesson  5 — Setting  Various  Measures. 

Self-Teaching.  These  lessons  are  being  worked  out  in  detail 
and  are  made  as  nearly  self-teaching  as  possible.  This  will  con- 
serve the  time  of  both  instructor  and  student,  and  will  help  the  in- 


42  SiANUARi)  Apprenticeship  T^essons 


cxjK'ricnccd  instructor  to  avoid  many  mistakes.  It  will  also  make 
it  possible  for  apprentices  in  smaller  places,  where  it  is  not  feasible 
to  contluct  a  class  with  a  regularly  employed  instructor,  to  receive 
this  instruction.  The  lessons  may  be  sent  to  him  and  he  can  pur- 
sue them  in  the  shop  under  the  supervision  of  a  journeyman 
printer. 

Shop  and  Related  Instruction.  It  is  recognized  that  the  object 
of  an  apprenticeship  system  is  to  teach  the  boy  a  trade.  The  trade 
can  not  be  properly  learned  unless  the  boy  knows  the  English, 
mathematics,  design,  and  business  methods  which  accompany  the 
trade.  For  this  purpose  there  are  included  groups  of  units  in  re- 
lated subjects. 

Instruction  Groups 

No.  No. 

Group                          Name  of  Group  Units  Lessons 

One Elements  of  Composition 5  25 

Two Book  Composition 4  26 

Three Display  Composition 3  15 

Four Advertising  Composition 4  16 

Five Job  Composition 7  40 

Six Stone  Work 2  15 

Seven Platen  Press 9  45 

Eight Cylinder  Press 13  61 

Nine Linotype 4  52 

Ten Monotype 12  97 

Eleven American     Social     and     Industrial 

History 4  26 

Twelve English  for  Printers 5  34 

Thirteen  .  .  .  .Arithmetic  for  Printers 6  33 

Fourteen ....  Design  for  Printers 9  74 

Fifteen Pamphlet  Binding 6  26 

Sixteen Shop  Routine 4  12 

Seventeen  .  .  .  Power  Equipment 2  8 

Eighteen  ....  Health  and  Safety 2  12 

Nineteen ....  Proofreading 6  38 


Outline  of  Lessons  43 


Price  of  the  Lessons 

The  lessons  are  sold  only  in  groups,  except  in  the  case  of  the 
lessons  recommended  for  the  two-year  vocational  course  as  out- 
lined in  Part  III  of  this  pamphlet,  which  will  be  sold  in  semester 
sets.  Until  the  lessons  for  all  groups  are  printed,  separate  units 
will  be  sold  from  uncompleted  groups. 

Group  One |  5.00     Group  Eleven §5.00 

Group  Two 5.00     Group  Twelve 7.00 

Group  Three 3.00     Group  Thirteen 6.00 

Group  Four 3.00     Group  Fourteen 15.00 

Group  Five 8.00     Group  Fifteen 5.00 

Group  Six 3 .  00     Group  Sixteen 2 .  50 

Group  Seven 10.00     Group  Seventeen 1 .50 

Group  Eight 15.00     Group  Eighteen 2.50 

Group  Nine 10.00     Group  Nineteen 7.50 

Group  Ten 20.00 

For  separate  units  from  uncompleted  groups  the  price  will  be 
twenty  cents  a  lesson.  The  same  price  v.i\\  apply  to  the  sets  of 
lessons  in  the  two-year  vocational  course. 

A  discount  of  50%  from  the  above  named  prices  will  be  allowed 
to  Typothetae  members  and  to  schools  or  instructors.  A  further 
discount  of  25%  will  be  made  where  ten  or  more  sets  are  ordered. 


BOOKS  ON  PRINTING 

American  Handbook  of  Printing,  Eiimund  G.  Gress,  Oswald  Publishing  Co. 

New  York,  $2.50. 
American  Manual  of  Presswork,  Oswald,  Oswald  Publishing  Co.,  New  York. 
Art  and  Practice  of  Typography,  Edmund  G.  Gress,  Oswald  Publishing  Co., 

New  York,  $10.00. 
Cmomercial  Engraving  and  Printing.    Chas.  W.  Hackleman,  Commercial  En- 
graving Publishing  Co.,  Indianapolis.    $15.00 — 20%  discount  to  schools. 
Correct  Composition,  Theodore  L.  DeVinne,  Oswald  Publishing  Co.,  New  York.  . 
Design  and  Color  in  Printing,  F.  J.  Trezise,  Inland  Printer  Company,  Chicago, 

1909. 
Drawing    for   Printers,   Ernest    Knaufft,   Inland   Printer   Company,   Chicago, 

1899,  $2.00. 
Elementary  Course  in  Printing,  F.  J.  Thoren,  Joliet  Calendar  Co.,  Joliet,  111., 

$2.00. 
Inks,  Their  Composition  and  Manufacture,  C.  Ainsworth  Mithcell  and  T.  C 

Hepworth,  Inland  Printer  Company,  Chicago,  $3.00. 
Letters   and  Letter   Construction,   F.  J.   Trezise,  The   Inland   Printer   Co., 

Chicago,  Illinois. 
Lewis    System  of  Teaching   Printing,  Thomas  T.  Lewis,  Instructor  in  Printing, 

Monteith  School,  Newark,  N.  J.,  $5  00. 
List  of  Technical  Words  and  Their  Definitions,  F.  K.  Phillips,  American  Type 

Founders  Company,  Jersey  City,  N.  J. 
Manual  of  Style,  University  of  Chicago  Press,  Chicago. 
Manufacture  of  Paper,  Sindall,  Inland  Printer  Co.,  Chicago,  $3.00. 
Manufacture  of  Paper,  Charles  Thomas  Davis,  Henry  Carey  Baird  &  Co., 

Philadelphia,  Pa. 
Maqua  Plan  for  Teaching  Printers'  Apprentices,  R.  S.  Benham, care  The 

Maqua  Co.,  Schnectady,  N.  Y.,  $3.00. 
Mechanism  of  the  Linotype,  John  S.  Thompson,  Inland  Printer  Co.,  Chicago, 

111.,  1921. 
Modern  Book  Composition,  Theodore  L.  DeVinne,  Oswald  Publishing  Company, 

New  York,  1904. 
Modern  Presswork,  Fred  W.  Gage,  Inland  Printer  Co.,  Chicago. 
Modern  Type  Display,  J.  L.  Frazier,  Inland  Printer  Co.,  $5.00. 
Paper,  H.  A.  Maddox,  Inland  Printer  Co.,  $1.00. 
Paper  and  Its  Uses,  Edward  A.  Dawe,  Inland  Printer  Co.,  $4.00. 
Papermakers'  Pocket  Book,  Beveridge,  Inland  Printer  Co.,  Chicago. 
Paper  Technology,  R.  W.  Sindall,  Inland  Printer  Co.,  Chicago,  $7.00. 
Practical  Apprenticeship  for  Printers,  United  Tvpothetae  of  .America,  Chicago, 

Illinois,  $2.50. 
Practical  Printing,  George  Sherman,  Oswald  Publishing  Co.,  New  York,  1911. 
Practical  Typography,  George  E.  McClellen,  Manual  .Arts  Press,  Peoria,  111. 
Practice   of   Presswork,   Craig   R.  Spicher,  Carnegie  Institute  of  Technology 

Pittsburgh,  Pa. 
Plain  Printi^ig  Types,  Theodore  L.  DeVinne,  Oswald  Publishing  Co.,  New  York. 
Making  Type  Work,  Sherbow,  Century  Company,  New  York. 
Presswork,  E.  G.  Robb,  Dunwoody  Institute,  Minneapolis,  Minn. 


Books  on  Printing  4*5 


Printers'  Arithmetic,  Charles  L.  Woodfield,  Chicago  Typothetae  School  of 
Printing,  60  cents. 

Printing,  Charles  Thomas  Jacobi,  Inland  Printer  Company,  Chicago,  111.,  $4.00. 

Printing  and  Bookbinding  for  Schools,  Vaughn,  Bruce  Publishing  Co.,  Mil- 
waukee, Wisconsin. 

Printing  and  Writing  Materials;  their  Evolution,  Adele  Millicent  Smith, 
John  C.  Winston  Co.,  Philadelphia. 

Printing  for  School  and  Shop,  Frank  S.  Henrv,John  Wilev  (^  Sons,  Inc.,  New 
York,  1917. 

Printing  Occupations,  Textpook  of,  C.  W.  Hague,  Bruce  Publishing  Co..  Mil- 
waukee, Wisconsin. 

Print  Shop  Mathematics  for  Public  School  Classes,  J.  A.  Ginsbach,  Stout 
Institute,  Menomonie,  Wisconsin. 

Proofreading  and  Punctuation,  Adele  Millicent  Smith,  John  C.  Winston  Co., 
1006  Arch  Street,  Philadelphia,  1907. 

Progressive  Exercises  in  Typography,  Ralph  A.  Loomis,  Taylor-Holden  Co., 
Springfield,  Massachusetts. 

School  Printshop,  The,  Katherine  M.  Stillwell,  Rand  McNally  6c  Co.,  Chicago, 
Illinois,  $1.00. 

Text,  Type,  and  Style,  George  B.  Ives,  Atlantic  Monthly  Press,  Boston,  Massa- 
chusetts, $2.00. 

Treatise  on  Title  Pages,  Theodore  I..  DeVinne,  Oswald  Publishing  Co.,  New 
York,  9021. 

Type  Metal  Explained,  Imperial  Type  Metal  Co.,  Philadelphia. 

Typography  of  Advertisements,  F.  J.  Trezise,  Inland  Printer  Co.,  Chicago, 
Illinois,  $1.00. 

Vocational  Printing,  R.  W.  Polk,  Guy  M.  Jones,  Co.,  Indianapolis,  1918,  $1.25. 


BOOKS  ON  TEACHING 

Instructor  the  Man  andthe  Job,  The,  Charles  R.  Allen,  J.  B.  Lippencott  Co., 

Philadelphia,  Pa.,  $1.75. 
How  TO  Teach,  Strayer  and  Norsworthy,  The  Macmillan  Co.,  New  York,  $2.00. 
Learning  Process, The,  Colvin,  The  Macmillan  Co.,  New  York. 
Instincts  in  Industry,  Tead,  Houghton,  Mifflin  Co.,  Boston,  $2.00. 
Psychology  for  Normal  Schools,  Averill,  Houghton  Mifflin  Co.,  Boston,  $2.25. 
Employment  Psychology,  Link,  The  Macmillan  Co.,  New  York. 
Vocational  Psychology,  Hollingworth,  D.  Appleton  and  Co.,  New  York. 
Training  Industrial  Workers,  Roy  Willmarth  Kelly,  Ronald  Press,  New  York 
Teaching  Apprentices  in  Printing  Trades,  Published  by  United  Typothetae  of 

America,  Chicago,  $2.00. 
Order  books  mentioned  above  from  the  publishers  or  from    your  local  book 
dealer.  Do  not  order  from  United  Tvpothetae  of  America  except  its  own  publications. 


SERVICE  TO  SCHOOLS  AND  INSTRUCTORS 
IN  PRINTING 

BY  U.  T.  A.  DEPARTMENT  OF  EDUCATION 

Registration  of  Applicants  to  Teach  Printing 

See  Page  27 Free 

Application  for  Certificate  of  Approval  of  School  of  Printing 

See  Page  31 Free 

Certificate  of  Approval  of  School  of  Printing 

See  Page  31 Free 

Practical  Apprenticeship  for  Printers 

See  Page  39^0 $2. 50 

Teaching  Apprentices  in  Printing  Trades 

h  manual  for  instructors,  6x9.   100  pages J2.00 

See  Pages  25-27 

Standard  Apprenticeship  Lessons  for  Printers 

Nineteen  Groups  divided  into  109  units  and  674  lessons 
Each  lesson  is  a  self-teaching  instruction  pamphlet  ot 
8  to  16  pages  containing  information,  shop  practice, 
and  questions;  each  unit  is  accompanied  by  an  in- 
structor's guide  giving  teaching  aim,  equipment  and 
working  conditions,  specific  suggestions  for  conduct- 
ing the  work,  and  schedule  for  rating  students.  See 
Page  42-43 
An  Outline  of  Lessons  will  be  sent  free  upon  application. 

Special  Two-Year  Vocational  School  Course 
See  Page  14 

Personal  Service 

Through  conference  and  correspondence  the  Depart- 
ment will  advise  and  assist  school  officials  in  formu- 
lating and  carrying  out  plans  for  teaching  printing  on 
an  approved  basis. 

Typographic  Library 

Sixty-five  volumes.  A  complete  set  of  reference  books 
for  journeymen  and  apprentices.  A  handy  compen- 
dium of  reliable,  up-to-date  specialties  of  the  printing 

industry.    See  Pages  33-39.    Per  volume,  net SI  .50 

To  schools,  per  volume,. net i  .00 

Address  all  orders  for  any  of  the  above  publications,  or  com- 
munications relative  to  service,  to  United  Typothetae  of  America 
Department  of  Education,  608  South  Dearborn  Street,  Chicago. 


